Model of Teacher Moral Development

Autores

  • Jeffrey Moore College of Urban Education at Devenport Universit
  • Roque do Carmo Amorim Neto Davenport University Michigan USA

DOI:

https://doi.org/10.26843/v11.n1.2018.470.p11%20-%2028

Palavras-chave:

Formação de professores, Desenvolvimento profissional, Desenvolvimento moral do distrito escolar, Tomada de decisão ética

Resumo

ABSTRACT

The influences of a school district on teachers

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Referências

AVALOS, B. Teacher professional development in Teaching and Teacher Education over ten years. Amsterdam/Netherlands. Teaching and Teacher Education, 27(1), 2011, p. 10-20. doi:10.1016/j.tate.2010.09.007 BEYER, L. E. The moral contours of teacher education. Thousand Oaks/CA/USA. Journal of Teacher Education, 48(4), 1997, p. 245-253. BUCZYNSKI, S., & HANSEN, C. B. Impact of professional development on teacher practice: Uncovering connections. Amsterdam/Netherlands. Teaching and Teacher Education, 26(3), 2010, p. 599-607. BULLOUGH, R. V. Ethical and moral matters in teaching and teacher education. Amsterdam/Netherlands. Teaching and Teacher Education, 27(1), 2011, p.21-28. doi:10.1016/j.tate.2010.09.007CHARON, J. M., & CAHILL, S. Symbolic interactionism: an introduction, an interpretation, an integration. Upper Saddle River, NJ: Pearson Prentice Hall, 2004. CRESWELL, J. Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA, USA: Sage, 2003. CROTTY, M. The foundations of social research: Meaning and perspective in the research process. Thousand Oaks, CA, USA: Sage, 2003. CUMMINGS, R., DYAS, L., MADDUX, C. D., & KOCHMAN, A. Principled moral reasoning and behavior of pre-service teacher education students. Thousand Oaks, CA, USA: American Education Research Journal, 38(1), 2001, p. 143-158. doi:10.3102/00028312038001143 CUMMINGS, R., HARLOW, S., & MADDUX, C. D. Moral reasoning of in-service and pre-service teachers: A review of the research. London, England: Journal of Moral Education, 36(1), 2007, p. 67-78. doi:10.1080/03057240601185471 EISENHARDT, K. M., & GRAEBNER, M. E. Theory building from cases: Opportunities and challenges. Briarcliff Manor, NY-USA: Academy of Management Journal, 50(1), 2007, p. 25-32. doi:10.5465/AMJ.2007.24160888 ELLIOTT, R., FISCHER, C. T., & RENNIE, D. L. Evolving guidelines for publication of qualitative research studies in psychology and related fields. West Sussex, England: British Journal of Clinical Psychology, 38, 1999, p. 215-229. GLEESON, J., & O? FLAHERTY, J. The teacher as moral educator: comparative study of secondary teachers in Catholic schools in Australia and Ireland. Amsterdam- -Netherlands: Teaching and Teacher Education, 55, 2016, p. 45-66. doi:10.1016/j. tate.2015.12.002 GRECKHAMER, T., & KORO-LJUNGBERG, M. The erosion of a method: Examples from grounded theory. London-England: International Journal of Qualitative Studies in Education,18(6), 2005, p. 729-750. doi:10.1080/09518390500298204 GUTHRIE, B. L., KING, P. M., & PALMER, C. J. Higher education and reducing prejudice: Research on cognitive capabilities underlying tolerance. College Park, MD-USA: Diversity Digest, 4(3), 2000, p. 10-23. HANSON, W., & MOORE, J. Business student moral influencers: Unseen opportunities for development? Briarcliff Manor, NY-USA: Academy of Management Learning & Education. 13(4), 2014, p. 525-546. doi:10.5465/amle.2012.0325 MELTZER B. N., PETRAS J. W., & REYNOLDS L.T. Symbolic Interactionism: Genesis, Varieties, and Criticism. Boston, MA: Routledge and Kegan Paul, 1975. MILLER, A. Conceptual matching models and interactional research in education. Thousand Oaks,CA-USA: Review of Educational Research, 51(1), 1981, p.33-84. doi:10.3102/00346543051001033NARVAEZ, D., & LAPSLEY, D. Becoming a moral person - moral development and moral character education as a result of social interactions. In M. CHRISTEN, C. VAN SCHAIK, J. FISCHER, M. HUPPENABAUER, & C. TANNER (Ed.), Empirically informed ethics: Morality between facts and norms. Switzerland: Springer, 2013, p. 227- 238. PANTIC, N., & WUBBELS, T. Teachers? moral values and their interpersonal relationships with students and cultural competence. Amsterdam-Netherlands: Teacher and Teacher Education, 28(3), 2012, p. 451-460. doi:10.1016/j.tate.2011.11.011 PENUEL, W. R., FISHMAN, B. J., YAMAGUCHI, R., & GALLAGHER, L. P. What makes professional development effective? Strategies that foster curriculum implementation. Thousand Oaks, CA-USA: American Educational Research Journal, 44(4),2007, p. 921-958. doi:10.3102/0002831207308221 REIMAN, A. J., & PEACE, S. D. Promoting teachers? moral reasoning and collaborative performance: A developmental role-taking and guided inquiry study. London-England: Journal of Moral Education, 31(1), 2002, p. 51-66. doi:10.1080/03057240120111436 SANGER, M., & OSGUTHORPE, R. Teacher education, pre-service teacher beliefs, and the moral work of teaching. Amsterdam-Netherlands: Teaching and Teacher Education, 27(3),2011, p.569-578. doi:10.1016/j.tate.2010.10.011, 2011 SANGER, M., & OSGUTHORPE, R. Modeling as moral education: Documenting, analyzing, and addressing a central belief of pre-service teachers. Amsterdam-Netherlands: Teaching and Teacher Education, 29(1), 2013a, p.167-176. doi:10.1016/j. tate.2012.08.002 SANGER, M., & OSGUTHORPE, R. The moral vacuum in teachers? education research and practice. Hoboken,NJ-USA: National Society for the Study of Education, 112(1), 2013b, p. 41-60 SANTIAGO-DELEFOSSE, M., GAVIN, A., BRUCHEZ, C., ROUX, P., & STEPHEN, S. L. Quality of qualitative research in the health sciences: Analysis of the common criteria present in 58 assessment guidelines by expert users. Amsterdam-Netherlands: Social Science & Medicine, 148, 2016, p. 142-151. doi:10.1016/j.socscimed.2015.11.007 SPRINTHALL, N. A., & BERNIER, J. E. Moral and cognitive development for teachers. In HENNESSY, T. C. (Ed.), Value and moral education: Schools and teachers. New York, NY: Paulist Press, 1979, p. 119-145. STRAUSS, A., & CORBIN, J. Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage, 1990. TONG, A., SAINSBURY, P., & CRAIG, J. Consolidated criteria for reporting qualitative research (COREQ): A 32-item checklist for interviews and focus groups. Oxford- -England: International Journal for Quality in Health Care, 19(6), 2007, p. 349-357. doi:10.1093/intqhc/mzm042 e-ISSN 1982-8632 MOORE J.; AMORIM NETO R. C. Model of Teacher Moral Development. https://doi.org/10.26843/ae19828632v11n12018p11a28 27 THIES-SPRINTHALL, L. Promoting the development growth of supervising teachers: Theory, research programs, and implications. Thousands Oaks, CA-USA: Journal of Teacher Education, 35(3), 1984, p. 329-336. doi: 10.1177/002248718403500311

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Publicado

2018-01-01

Edição

v. 11 n. 1: Jan. / Abr. 2018

Seção

Artigos Científicos

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