Examining preservice teachers’ morality and moral education in China: A mixed research approach

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 1
  In Roundtable Session: Ethics in Motion: Identity, Reflexivity, and Teacher Praxis

Abstract

Through the mixed research design, we explore preservice teachers’ morality and moral education in China. The quantitative findings suggest that academic discipline and educational stage might affect preservice teachers’ moral development more than gender or geographic background. From the perspectives of the moral work of teaching and the social-ecological theory, the psychological, moral, educational assumptions and the contingent factors collectively shape teachers’ moral education in China. The practical implication is that preservice teachers’ personal, historical, social, political, and institutional factors should be taken into consideration while improving preservice teachers’ morality.

Author

• Gang Zhu, East China Normal University