Ethics education in initial teacher education: pre-service provision in England
Ethics education in initial teacher education: pre-service provision in England
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DOI：
10.1080/19415257.2017.1318773
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发表时间：
2018-01-01
影响因子：
2.1
通讯作者：
Daly, Caroline
中科院分区：
文献类型：
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作者：
Walters, Sue;Heilbronn, Ruth;Daly, Caroline
国际上大多数职业都有道德教育，但在教师教育中却不那么普遍。本文报告的研究，探讨如何提供伦理教育在大学课程的初始教师教育（ITE）在英国进行的第二阶段的国际调查研究，认为在五个国家的教师教育中的道德教育的流行。参与者从最初的调查，都参与了在英国大学的ITE方案的交付，进行了采访的第二阶段的研究。我们的主要发现是，道德不是作为一个独立的课程在任何机构提供，但在课程中嵌入各种方式。道德教育分散在课程的不同领域，用于培养道德理解的活动也多种多样。提供道德教育的障碍包括学生抵制、缺乏时间、提供的复杂性和外部要求。
Ethics education exists in most professions internationally, yet is less prevalent in teacher education. This article reports on research exploring how ethics education is provided in university courses of initial teacher education (ITE) in England that was conducted as the second phase of an international survey study which considered the prevalence of ethics education in teacher education in five countries. Participants from the initial survey, all involved in the delivery of ITE programmes in English universities, were interviewed for this second phase of the research. Our key findings are that ethics is not offered as a stand-alone course in any institution, but is embedded in various ways within the curriculum. Ethics education is diffused among different areas of the curriculum and the activities used to develop ethical understanding are diverse. Barriers to providing ethical education include student resistance, lack of time, the complex nature of the provision and external demands.