The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies. Watch handbook editors D. Jean Clandinin and Jukka Husu and handbook working editorial board members Jerry Rosiek, Mistilina Sato and Auli Toom discuss key aspects of the new handbook: https://www.youtube.com/watch?v=Yee8cZVakfc
Chapter 22: Developing Teachers’ Cognitive Strategies of Promoting Moral Reasoning and Behavior in Teacher Education
Developing Teachers’ Cognitive Strategies of Promoting Moral Reasoning and Behavior in Teacher Education
Teaching is a moral endeavor in two different but related ways: it involves being a moral person as well as being a moral educator, or, as rephrased by Fenstermacher, Osguthorpe, and Sanger (2009), it involves ‘teaching morally’ – being fair, caring, tolerant, and truthful in all aspects of a teacher's responsibilities – and ‘teaching morality’ – providing students with the opportunities and means to become a good person. One affects the other: teachers influence students’ morality not only in instructional contexts but also by being models, for good or for bad, in how they demonstrate or lack honesty, fairness, tolerance, care, ...