Teaching morally and teaching morality are understood as mutually dependent processes necessary for providing moral education, or the communication of messages and lessons on what is right, good and virtuous in a student’s character. This comprehensive and contextualized volume offers anecdotes and experiences on how an elementary schoolteacher envisions, enacts, and reflects on the ethical teaching and learning of her students. By employing a personally developed form of moral education that is not defined by any particular philosophical or theoretical orientation, this volume relates that classroom-based moral education can, therefore, be conceived of and promoted as moral agency.
Accentuated by the teacher’s voice to offer the experience of being in the classroom, this volume enables others to transfer relevant practices to their own teaching contexts.
Foreword Elizabeth Campbell 1. Spending the Year: A Micro-Ethnographic Study 2. The Shoulders I Stand On: Theoretical Framework 3. Situating Terry’s Practices: School Context and Personal Ideology 4. Teaching Morally: Practices That Are Good and Right 5. Teaching Morality: Practices That Are Overtly Instructive 6. Moral Agency: The Science and Art of Moral Education
The Routledge Research in Teacher Education series presents the latest research on Teacher Education and also provides a forum to discuss the latest practices and challenges in the field.
Please send inquiries or proposals for this series to one of the following:
Will Bateman: [email protected] – Editor, UK and Rest of World
Elsbeth Wright: [email protected] – Editor, North & South America
Vilija Stephens: [email protected] – Editor, Australia & New Zealand
Katie Peace: [email protected] – Publisher, Asia