Pedagogical Practices and Challenges in Cultivating Moral Values: A Qualitative Study of Primary School Teachers in Pakistan

Autor/inn/en	Akram, Huma; Al-Adwan, Ahmad Samed; Aslam, Sarfraz; Khan, Mehran Idris
Titel	Pedagogical Practices and Challenges in Cultivating Moral Values: A Qualitative Study of Primary School Teachers in Pakistan
Quelle	In: Education 3-13, 51 (2023) 4, S.607-619 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Akram, Huma) ORCID (Al-Adwan, Ahmad Samed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.1992471
Schlagwörter	Teaching Methods; Moral Values; Moral Development; Barriers; Foreign Countries; Teacher Role; Elementary School Teachers; Teacher Attitudes; Observation; Teacher Student Relationship; Teamwork; Story Telling; Reinforcement; Learning Activities; Educational Philosophy; Knowledge Base for Teaching; Faculty Development; Resource Allocation; Pakistan (Karachi) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Moral value; Ethischer Wert; Moralische Entwicklung; Ausland; Lehrerrolle; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Beobachtung; Teacher student relationships; Lehrer-Schüler-Beziehung; Positive Verstärkung; Lernaktivität; Bildungsphilosophie; Erziehungsphilosophie; Teaching theory; Theory of teaching; Unterrichtstheorie; Ressourcenallokation
Abstract	Holistic development is fostered when the education system allows learners to equip themselves with moral values, which is crucial in prospering a society. The current situation of moral disintegration among youth raises the importance of consolidation of moral values in education, and teachers play an important role in cultivating moral values among students. Therefore, this study aimed to examine the practices and challenges in imparting moral values by the teachers from primary schools in Karachi, Pakistan. A qualitative design was adopted, followed by semi-structured interviews and observations. All the interviews were voice-recorded, transcribed precisely, and analyzed through the thematic analysis technique. The views of teachers were confirmed by observing their classes for two days. The findings reveal that the teachers impart moral values by using different teaching practices, i.e. exemplary role, teamwork, storytelling, (positive and negative) reinforcement, and arranging activities. In contrast, most of the teachers were unaware of moral philosophies and the moral work of teaching. Results also revealed other challenges which highlight the importance of inclusion of moral education in curriculum and teaching practices by providing adequate opportunities for the professional development of teachers and allocate sufficient resources for the moral work of teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01