Critical values education in the early years: Alignment of teachers’ personal epistemologies and practices for active citizenship

Journal article

Brownlee, Joanna, Scholes, Laura, Walker, Sue and Johansson, Eva. (2016). Critical values education in the early years: Alignment of teachers’ personal epistemologies and practices for active citizenship. Teaching and Teacher Education. 59, pp. 261 - 273. https://doi.org/10.1016/j.tate.2016.06.009
AuthorsBrownlee, Joanna, Scholes, Laura, Walker, Sue and Johansson, Eva
Abstract

To date, little research has explored teaching values education for active citizenship in which young children are supported to express their own ideas and opinions and take moral responsibility for their actions. Using personal epistemology as the conceptual framework, this study investigated the nature of, and alignment between, teachers’ personal epistemologies and practices for promoting critical values education in elementary education. The study drew on interview and observational data from 29 teachers in Australia. Findings showed that four patterns could be discerned, showing complex relationships between teaching practices and beliefs. Implications for preservice and inservice professional learning experiences are discussed.

KeywordsPersonal epistemology; Epistemic beliefs; Values education; Active citizenship; Moral education; Teaching practices
Year2016
JournalTeaching and Teacher Education
Journal citation59, pp. 261 - 273
PublisherElsevier Inc.
ISSN0742-051X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.tate.2016.06.009
Scopus EID2-s2.0-84977625257
Page range261 - 273
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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