The overarching purpose of this study was invite classroom teachers to engage in dialogue about the moral dimensions of teaching, and to consider their responses in light of current moral theory on the topic. The research questions were: How do teachers talk about and understand the moral or relational aspects of what they do? How do teachers' perceived limitations or realistic constraints affect what they do? / The methods employed in this naturalistic study involved the collection of qualitative data through participant observation and in-depth ethnographic interviewing. A philosophical hermeneutic perspective was embodied in the collection and interpretation of data. / The study revealed that teachers can and will talk about what they do in terms of a moral purpose when given the opportunity and audience to do so. The essence of moral teaching, for teachers, is in the arena of human relationships. Teachers realize the impact they have on student learning and personal growth. Specifically, they note how consistency and respect in classroom management and acts of care impact their students. They also talk about a teacher's commitment to professional development and collaborative relationships when discussing what teachers ought to be and do. / The study also demonstrated that there are individualistic factors which affect teachers' moral talk, understanding, and actions. The stories of three teachers reveal the impact of teaching context (the school setting and culture in which one teaches), teaching experience (the number of years one has been a classroom teacher), and teaching temperament (the characteristic way one thinks and acts) on the teacher's ability to focus on the moral dimensions of teaching. / The results of this study are significant because they substantiate the rhetoric on morality and teaching. The results imply that ways to facilitate moral discourse in teachers' professional development settings should be explored. Furthermore, the study also implies a need for transformed teacher preparation programs that will embody the moral mission of the teaching profession. Finally, the study has implications for school reformers who seek educational change that is driven by a sense of moral vision. / Source: Dissertation Abstracts International, Volume: 55-09, Section: A, page: 2713. / Major Professor: Kathryn Scott. / Thesis (Ph.D.)--The Florida State University, 1994.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77242 |
| Contributors | McEwan, Anna E., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 141 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
Page generated in 0.0021 seconds