A Comparison of Four-Year Longitudinal Studies of Postconventional Moral Judgment Reasoning in Teacher Education and Other Selected Undergraduate Samples.

Autor/in	Reiman, Alan J.
Titel	A Comparison of Four-Year Longitudinal Studies of Postconventional Moral Judgment Reasoning in Teacher Education and Other Selected Undergraduate Samples.
Quelle	(2002), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Development; Elementary Secondary Education; Ethical Instruction; Ethics; Higher Education; Moral Development; Moral Values; Preservice Teacher Education; Role; Student Teachers + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Ethics instruction; Teaching of ethics; Ethikunterricht; Ethik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Moralische Entwicklung; Moral value; Ethischer Wert; Lehramtsstudiengang; Lehrerausbildung; Rollen; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	This paper identifies moral judgment as a needed aim in higher education and teacher education, suggesting that moral issues are a central part of the content of various disciplines in higher education and noting that there are calls to integrate ethics across the curriculum. A cognitive-developmental theory that includes new social role-taking and guided inquiry is described as a potential framework for deliberative educational programming in undergraduate education and teacher education. This framework guided curricular design for two teacher education cohorts. Data were collected to examine students' moral judgment growth across their four-year college experience. A total of eight undergraduate longitudinal studies were compared for gains in postconventional moral judgment as measured by the Defining Issues Test (Rest, 1986). The average gain across the two teacher education cohorts was 12.31 with an averaged effect size of .62. The average gain score gain of 12.31 in postconventional moral judgment was very large. Results highlight a moderate and significant change in postconventional moral judgment reasoning for the preservice teachers. Possible reasons for this change include the deliberative role-taking and guided inquiry curriculum embedded in students' experiences and differences in students' individual characteristics and extracurricular commitments. (Contains 55 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC