Critical values education in the early years: Alignment of teachers' personal epistemologies and practices for active citizenship

Lunn Brownlee, Jo, Scholes, Laura, Walker, Sue, & Johansson, Eva (2016) Critical values education in the early years: Alignment of teachers' personal epistemologies and practices for active citizenship. Teaching and Teacher Education, 59, pp. 261-273.

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Abstract

To date, little research has explored teaching values education for active citizenship in which young children are supported to express their own ideas and opinions and take moral responsibility for their actions. Using personal epistemology as the conceptual framework, this study investigated the nature of, and alignment between, teachers’ personal epistemologies and practices for promoting critical values education in elementary education classrooms. The study drew on interview and observational data from 29 teachers in Australia. Findings showed that four patterns could be discerned, showing complex relationships between teaching practices and beliefs. Implications for pre-service and in-service professional learning experiences are discussed.

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ID Code: 96105
Item Type: Journal Article
Refereed: Yes
Keywords: Personal epistemology, Early Childhood Education, Teaching for active citizenship, Moral values education
DOI: 10.1016/j.tate.2016.06.009
ISSN: 0742-051X
Subjects: 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
Funding:
Copyright Owner: Copyright 2016 Elsevier
Copyright Statement: Licensed under the Creative Commons Attribution; Non-Commercial; No-Derivatives 4.0 International. DOI: 10.1016/j.tate.2016.06.009
Deposited On: 14 Jun 2016 23:55
Last Modified: 04 Dec 2016 22:47

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