Journal article
Teacher reasoning and moral judgement in the context of student discipline situations
Journal of Moral Education, Vol.22(1), pp.3-17
1993
Abstract
Twenty‐four high school teachers were interviewed about specific hypothetical discipline incidents in moral and social‐conventional domains, before and after attending an in‐service programme introducing a whole‐school approach to discipline. Their reasoning was found to be related to the teachers’ individual moral judgement levels (as assessed by the Defining Issues Test or DIT). The teachers in the high principled group (DIT‐%P score over 46) responded to the incidents with more perspective coordination, and provided more information in the form of domain‐appropriate rationales, than teachers in the low moral judgement group (DIT‐%P score below 38). The relationship was not constant across discipline incidents. The importance of teachers’ individual moral judgement levels in explaining variations in teachers’ reasoning about the teacher's role in school discipline situations and teachers’ interpretations of educational methods are discussed.
Details
- Title
- Teacher reasoning and moral judgement in the context of student discipline situations
- Authors/Creators
- J.A. MacCallum (Author/Creator) - Murdoch University
- Publication Details
- Journal of Moral Education, Vol.22(1), pp.3-17
- Publisher
- Taylor & Francis
- Identifiers
- 991005543146007891
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
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- Citation topics
- 6 Social Sciences
- 6.3 Management
- 6.3.1388 Business Ethics
- Web Of Science research areas
- Education & Educational Research
- ESI research areas
- Social Sciences, general