The implications of teachers’ implicit theories for moral education: A case study from Finland

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http://hdl.handle.net/10138/234553

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Rissanen , I , Kuusisto , E , Hanhimäki , E & Tirri , K 2018 , ' The implications of teachers’ implicit theories for moral education: A case study from Finland ' , Journal of Moral Education , vol. 47 , no. 1 , pp. 63-77 . https://doi.org/10.1080/03057240.2017.1374244

Title: The implications of teachers’ implicit theories for moral education: A case study from Finland
Author: Rissanen, Inkeri; Kuusisto, Elina; Hanhimäki, Eija; Tirri, Kirsi
Contributor: University of Helsinki, University of Tampere
University of Helsinki, Department of Education
University of Helsinki, Department of Education
Date: 2018
Language: eng
Number of pages: 15
Belongs to series: Journal of Moral Education
ISSN: 0305-7240
URI: http://hdl.handle.net/10138/234553
Abstract: Implicit theories concerning the malleability of human qualities are known to have a powerful impact on motivation and learning, but their role in moral education is an under-researched topic. In this qualitative case study, we examined the impact of implicit theories on four Finnish teachers’ practices of teaching morally and in teaching morality. The data include preliminary and stimulated recall interviews (STR) as well as classroom observations. Our results demonstrate the multiple ways in which teachers’ implicit beliefs are communicated to students and influence teacher’s interpretations and endeavors to educate the ethical capabilities of students. The study provides evidence for the claim that implicit theories are an important construct which has been missing from the moral education literature. Directions for future research are suggested.
Subject: 516 Educational sciences
implicit theories
Moral education
TEACHERS
stimulated recall interviews (STR)
FINLAND
lay theories
INTELLIGENCE
PERSONALITY
CONCEPTIONS
MOTIVATION
STUDENTS
mindsets
WORK
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