Teacher Knowledge Application in a Child's Moral Development. The Selected Aspects

• Authors: Maria Szymańska
• Languages of publication: EN

Abstracts

EN

The article aimsat deepening teachers’ responsibility and raising their awareness while organizing and managing the educational process, covering the reflective skills whose quality is reflected in teachers’ moral approaches. Morality performs a significant role when it comes to conducting the educational process. That is why discussion of issues of teachers’ knowledge seems to be important. Specifying its components means that we can see teachers‘ influence on pupils’ moral development, particularly when teachers are regarded as moral models by young students. Being conscious of this fact obliges teachers to perform self-moral developmental work which is then transferred into the pedagogic and didactic fields. The components of teachers’ knowledge understood in a perspective of creative, effective, reflective and practical implementation become meaningful.

Keywords

EN

moral development; moral imagination; moral model; reflection; reflective skills; teacher knowledge; content knowledge; pedagogical content knowledge; curriculum knowledge

• Publisher: Akademia Ignatianum w Krakowie
• Journal: Journal of Preschool and Elementary School Education
• Year: 2014
• Issue: 5
• Pages: 43 - 58

Contributors

author

Maria Szymańska

• Akademia Ignatianum w Krakowie

References

• Chałas K., Wychowanie ku wartościom wiejskim jako szansa integralnego rozwoju wychowanka [Education for Rural Values as a Chance for Integral Pupil’s Development], Lublin 2007.
• Carter M., Cividanes W., Curtis D., Lebo D., Becoming a reflective teacher, “Teaching Young Children”, Vol. 3, No 4, 2010.
• Gadacz T., Wychowanie jako spotkanie osób [Education as People’s Meeting], in: Wychowanie personalistyczne [Personalistic Education], ed, F. Adamski, Krakow 2005.
• Gałkowski S., Rozwój i odpowiedzialność [Development and Responsibility], Lublin 2003.
• Guroian V., Awakening the Moral Imagination: Teaching Virtues through Fairy Tales, “The Intercollegiate Review” Baltimore, Fall 1996.
• Guroian V., Of weeds & Fairy tales The Idylls, Idols & Devils That Corrupt the Moral Imagination, “Touchstone A Journal of Mere Christianity”, May 2005.
• Lumpkin A., Teachers as Role Models Teaching Character and Moral Virtues, “JOPERD”, Vol.79. No2, February 2008.
• McNamara D., Subject Knowledge and Its Applications: Problems and Possibilities for Teacher Educators, “Journal of Education for Teaching” 17(2),1991.
• Narvaez D., Lapsley D. K., Moral Identity and the Development of Moral Character, “The Psychology of Learning and Motivation”, Vol. 50, Burlington, 2009.
• Ostrowska K. , Wokół rozwoju osobowości i systemu wartości [Around Personality Development and the System of Values], Warszawa 1998.
• Reaelin J.A. I Don't Have Time to Think Versus the Art of Reflective Practice, “Reflections”, Vol. 4, No 1. 2002.
• Shulman L., Knowledge and Teaching: Foundation of the New Reform,“Harvard Educational Review” Vol 57 No 1,1987.
• Sharp C., Developing Young Children's Creativity; What Can We Learn from Research?, “Topic, Readership Primary”, Autumn 2004, No. 32.
• Szymańska M., Atmosfera wychowawcza [Educational Atmosphere], in: Mały słownik aksjologiczny [Small Axiological Dictionary], ed. Z. Struzik, D. Żukowska-Gardzińska, Warszawa 2013.
• Szymańska M., Asystencja wychowawcy [Teacher’s Assistant], in: Mały słownik aksjologiczny [Small Axiological Dictionary], ed. Z. Struzik, D. Żukowska-Gardzińska, Warszawa 2013.
• Szymańska M., Rozwój, rozwój moralny [Development, Moral Development], in: Mały słownik aksjologiczny [Small Axiological Dictionary], ed. Z. Struzik, D. Żukowska-Gardzińska, Warszawa 2013.
• Willingham D. T., Critical Thinking. Why Is It So Hard to Teach?, “American Educator”, Summer 2007.