Epistemic beliefs and beliefs about teaching practices for moral learning in the early years of school : relationships and complexities

Brownlee, Joanne M., Johansson, Eva, Cobb-Moore, Charlotte, Boulton-Lewis, Gillian M., Walker, Sue, & Ailwood, Joanne (2015) Epistemic beliefs and beliefs about teaching practices for moral learning in the early years of school : relationships and complexities. Education 3-13 : International Journal of Primary, Elementary and Early Years Education, 43(2), pp. 164-183.

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Abstract

While investment in young children is recognised as important for the development of moral values for a cohesive society, little is known about early years teaching practices that promote learning of moral values. This paper reports on observations and interviews with 11 Australian teachers, focusing on their epistemic beliefs and beliefs about teaching practices for moral education with children aged 5 to 8 years. The analysis revealed three main patterns of thinking about moral education: following others, reflecting on points of view, and informing reflection for action. These patterns suggest a relationship between epistemic beliefs and beliefs about teaching practices for moral learning which have implications for teacher professional development concerning experiences in moral education.

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ID Code: 58677
Item Type: Journal Article
Refereed: Yes
Additional URLs:
DOI: 10.1080/03004279.2013.790458
ISSN: 0300-4279
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
Copyright Owner: Copyright 2013 Taylor & Francis Group
Deposited On: 27 Mar 2013 01:57
Last Modified: 15 May 2015 02:34

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