Literaturnachweis - Detailanzeige
| Autor/inn/en | Morris, David B.; Chen, Jason A. |
|---|---|
| Titel | A Social Cognitive Perspective of Educators' Moral Agency |
| Quelle | In: Theory Into Practice, 62 (2023) 3, S.306-317 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Morris, David B.) ORCID (Chen, Jason A.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0040-5841 |
| DOI | 10.1080/00405841.2023.2226556 |
| Schlagwörter | Social Cognition; Moral Values; Self Efficacy; Intervention; Victims; Social Systems; Teacher Attitudes; Caring; Teacher Student Relationship; Standards; Well Being; Teacher Role |
| Abstract | By and large, teachers approach their work with the utmost care for students' intellectual, social, and emotional well-being. But even those who hold themselves to high moral standards can sometimes act in ways that harm others when they disengage self-sanctions like guilt or self-criticism. These mechanisms of moral disengagement include (1) portraying harmful acts as beneficial, (2) obscuring one's own role in harm, (3) minimizing the harmful effects of one's actions, and (4) viewing victims as less-than-human or deserving of blame. Because moral self-sanctions can be both disengaged and reengaged, we examine how these mechanisms operate in educators' social systems and point to practices that may promote their moral engagement. We end our piece with a call for interventions that disrupt disengagement and promote moral self-efficacy. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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