Epistemic beliefs and beliefs about teaching practices for moral learning in the early years of school: relationships and complexities |
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| Authors: | Jo Lunn Brownlee Eva Johansson Charlotte Cobb-Moore Gillian Boulton-Lewis Sue Walker Joanne Ailwood |
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| Institution: | 1. Faculty of Education, Centre for Learning Innovation, Queensland University of Technology, Brisbane, Australiaj.lunn@qut.edu.au;3. Faculty of Arts and Education, Department of Early Childhood Education, University of Stavanger, Stavanger, Norway;4. Faculty of Education, Centre for Learning Innovation, Queensland University of Technology, Brisbane, Australia;5. School of Education, The University of Newcastle, Newcastle, Australia |
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| Abstract: | While investment in young children is recognised as important for the development of moral values for a cohesive society, little is known about early years teaching practices that promote learning of moral values. This paper reports on observations and interviews with 11 Australian teachers, focusing on their epistemic beliefs and beliefs about teaching practices for moral education with children aged 5–8 years. The analysis revealed three main patterns of thinking about moral education: following others, reflecting on points of view, and informing reflection for action. These patterns suggest a relationship between epistemic beliefs and beliefs about teaching practices for moral learning which have implications for teacher professional development concerning experiences in moral education. |
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| Keywords: | personal epistemology epistemic beliefs moral education beliefs about teaching practices for learning moral values early years elementary education |
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