The myriad moral voices of preservice teachers /
A review of current professional literature reveals a gap in the literature regarding the voices of preset- vice teachers describing their moral dimensions of teaching. This study described the moral voices of sixteen preset-vice teachers as they experienced a field-based program within one Professi...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1998.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=732816751&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | A review of current professional literature reveals a gap in the literature regarding the voices of preset- vice teachers describing their moral dimensions of teaching. This study described the moral voices of sixteen preset-vice teachers as they experienced a field-based program within one Professional Development School. Data collection included protocol interviews of sixteen participants, field notes taken during a weekly seminar class, and preservice teachers' artifacts (reflexive journals, reaction papers, and final exams). Purposeful sampling was used to determine two key informants who possessed strong moral voices. Open-ended interviews were conducted with both key informants, and one became the case study as a strong moral voice possessor. Peer debriefing at several points in the study plus extensive member checking added to the credibility of the findings. Five participants in this experiential teacher education program voiced characteristics that formed the category of scarce moral voice. Three topics emerged: 1. the view of only the technical, skill craft of teaching as a moral voice; 2. the belief that morals/values should be taught primarily in the home/family and not in the schools; and 3. the portrayal of silence, confusion, or uncertainty regarding their moral commitments to teaching. Four participants formed the category of steady moral voice. Two topics emerged: 1. teacher responsibility for student success; 2. teacher responsibility for teaching of values. Seven preservice teachers who formed the strong moral voice category spoke with a fervent commitment both to their profession and to 111ABSTRACT malting teacher. Four topics emerged: 1. an awareness of the unequal power relationship that is inherent within the teacher-student relationship; 2. an openly expressed ''calling/commitment'' to teaching; an understanding of the interrelationship that exists among democracy, schooling, and the morality of our culture; and 4. a firm belief in the power of a teacher as a role-model. The implementation of feminist perspectives of care, context, and connected learning/teaching were advocated to be included within teacher education programs. In addition, the findings from this study suggest that ethical and moral dimensions of teaching should be included as integral components of teacher education programs. |
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| Item Description: | Vita. |
| Physical Description: | viii, 149 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references: pages 135-143. |