Why Teach Science? Helping Teacher Candidates Frame Instructional Decision Making From Moral and Ethical Perspectives

• In Event: 16.049 - Moral Development and Education: Knowledge to Action

Abstract

This qualitative research project’s overarching goal was to explore ways to help primary grade teacher candidates (re)kindle a conception of teaching as a moral enterprise involving ethical choices and enactment of one’s values. In the context of a science methods course, we explored the research question: What happens to the commitments toward science instruction of pre-service elementary teachers when we help them view science instruction as an act of caring? Our findings suggest that for many, this approach helped students take a moral stance, articulate an ethical position regarding educational issues, and use these perspectives to inform decision-making at the instructional level.

Authors

• Grinell Smith, San José State University

• Colette Rabin, San José State University