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
Authors | Brownlee, Joanna, Scholes, Laura, Walker, Sue and Johansson, Eva |
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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. |
Keywords | Personal epistemology; Epistemic beliefs; Values education; Active citizenship; Moral education; Teaching practices |
Year | 2016 |
Journal | Teaching and Teacher Education |
Journal citation | 59, pp. 261 - 273 |
Publisher | Elsevier Inc. |
ISSN | 0742-051X |
Digital Object Identifier (DOI) | https://doi.org/10.1016/j.tate.2016.06.009 |
Scopus EID | 2-s2.0-84977625257 |
Page range | 261 - 273 |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Publisher's version | File Access Level Controlled |
Place of publication | United Kingdom |
https://acuresearchbank.acu.edu.au/item/88477/critical-values-education-in-the-early-years-alignment-of-teachers-personal-epistemologies-and-practices-for-active-citizenship
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