The Implications of Teachers' Implicit Theories for Moral Education: A Case Study from Finland

Autor/inn/en	Rissanen, Inkeri; Kuusisto, Elina; Hanhimäki, Eija; Tirri, Kirsi
Titel	The Implications of Teachers' Implicit Theories for Moral Education: A Case Study from Finland
Quelle	In: Journal of Moral Education, 47 (2018) 1, S.63-77 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
DOI	10.1080/03057240.2017.1374244
Schlagwörter	Foreign Countries; Ethical Instruction; Theories; Case Studies; Qualitative Research; Interviews; Observation; Beliefs; Secondary School Teachers; Elementary School Teachers; Finland + Suchen Sie Ihr Suchwort? Ausland; Ethics instruction; Teaching of ethics; Ethikunterricht; Theory; Theorie; Case study; Fallstudie; Case Study; Qualitative Forschung; Interviewing; Interviewtechnik; Beobachtung; Belief; Glaube; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Finnland
Abstract	Implicit theories concerning the malleability of human qualities are known to have a powerful impact on motivation and learning, but their role in moral education is an under-researched topic. In this qualitative case study, we examined the impact of implicit theories on four Finnish teachers' practices of teaching morally and in teaching morality. The data include preliminary and stimulated recall interviews (STR) as well as classroom observations. Our results demonstrate the multiple ways in which teachers' implicit beliefs are communicated to students and influence teacher's interpretations and endeavors to educate the ethical capabilities of students. The study provides evidence for the claim that implicit theories are an important construct which has been missing from the moral education literature. Directions for future research are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01