Cultivating Courageous Educators: Elevating Moral Reasoning in Teacher Education

• In Event: Transformative Praxis: Reimagining Critical Pedagogy

Abstract

This conceptual paper presents a transformative framework for redesigning teacher preparation programs to foster moral reasoning and courage among preservice teachers. In response to the adverse effects of anti-DEI policies on educational practices (Mitchell, 2025), the paper argues for a fundamental reorientation of curricula to empower future educators to challenge systemic inequities and create inclusive, equitable classrooms. Grounded in Kohlberg’s stages of moral reasoning (Kohlberg, 1981) and Rest’s Four-Component Model of Moral Behavior (Rest et al., 1999), the framework integrates neo-abolitionist pedagogies inspired by Bettina Love (2019) and Zeus Leonardo (2002). These pedagogies promote moral sensitivity, judgment, motivation, and character, encouraging educators to actively address systemic inequity issues and model moral courage. The paper proposes innovative strategies, including integrating ethics into curricula, facilitating dilemma-based discussions, promoting reflective practice, fostering community engagement, and modeling ethical resistance. The ultimate goal is to cultivate educators equipped to drive meaningful change and advance educational equity.

Authors

• Aaron Allen Baker, Illinois State University

• Liz Allen Potter-Nelson, University of Wisconsin Stevens Point