In this paper the problem of lack of theory and directing constructs for re#ective practice in teacher education is addressed. Selected theoretical tenets of Vygotsky and Piaget are reviewed and related to a developmental action /re#ection framework for the adult learner. As well, a taxonomy for di!erentiating re#ection according to the needs of the adult learner is summarized. The taxonomy served as the treatment in seven quasi-experimental studies. Results of a quantitative synthesis of the studies are summarized with implications for cognitive-developmental theory, the moral dimensions of schooling and teacher education, and emerging constructs of re#ective practice. # 1999 Elsevier Science Ltd. All rights reserved.

The general theory of marketing ethics, first published in the

Aspects of ethical behavior have attracted attention following a spate of corporate collapses. Ethical behavior is based on moral standards and not simply adherence to legal requirements. This study examined the relationships between gender, age, home/work influences, cultural background, and ethical behavior in a sample of Australian and Singaporean MBA students. After controlling for cultural background, gender, age, and home/work influences were found to be significant predictors of ethical behavior.

in the process of disseminating a deliberate psychological and professional education

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Education majors ’ moral judgment development reportedly lags behind other majors. This study questions the degree to which such differences exist. For this study, moral judgment development and other criteria were considered among 74 education and 50 liberal arts majors. Results revealed minimal mean differences and minimal differences in relationships. This study suggests that factors beyond major may be more relevant to college students ’ moral development.

The purpose of this research project was to explore congruency between teacher professional judgment and professional action as constructs of disposition. Three cases of mentor/beginning teacher dyads were used as informants for the study and were chosen based upon their involvement in a DPPE (Deliberate Psychological and Professional Education) program. Each informant’s disposition was measured in terms of his or her professional judgment and professional action. Professional judgment was conceptualized in terms of three domains a) teacher’s moral/ethical judgment as representative of democratic values, b) teacher’s ego judgment as representative of self-understanding, and c) teacher’s conceptual/reflection judgment as representative of evidenced-based decision-making and facilitator of instruction. Professional action was described as observable trends in behaviors that correspond to the same three judgment domains, moral/ethical, ego, and conceptual reasoning. The parameters for gathering data were set around a cycle of assistance in which each dyad of mentor/beginning teacher was engaged. The purpose of the cycle was to allow the beginning teacher to identify a specific teaching behavior (i.e., lesson planning, higher order

Debating whether or not teachers should teach values is the wrong question. Education is a values-infused enterprise. The larger question is how to train teachers for positive character formation. Two teacher education strategies are presented. A “minimalist ” strategy requires teacher educators to make explicit the hidden moral education curriculum and reveal the inextricable linkage between best practice instruction and moral character outcomes. The “maximalist ” approach requires preservice teachers to learn a tool kit of pedagogical strategies that target moral character directly as a curricular goal. To this end the Integrative Ethical Education model outlines five steps for moral character development: supportive climate, ethical skills, apprenticeship instruction, self-regulation, and adopting a developmental systems approach. (113 words) The importance of character education is gaining momentum among politicians and educators. Over a dozen states have mandated character

For the past several years my colleagues and I, in partnership with the Minnesota Department of Children, Families and Learning, have been developing a model for character education in the middle grades that we call “Community Voices and Character Education. ” 1 Our work has been guided by four considerations. First, we adopt a skills-based understanding of moral character. This is not a new idea. Plato, for example, in The Republic, repeatedly draws an analogy between the training and practices of the just person and the training and practices of skilled artisans and professionals. A just person is one who has particular, highly-cultivated skills that have been developed through training and practice. 2 Second, like Plato, we believe that character development is a matter of nurturing skills towards high levels of expertise. Our work is guided by recent advances in cognitive science regarding the nature of expertise and its development. Third, the pedagogy driving our model holds several educational advantages. Here I mention just three. (1) Our model assumes an active cognitive approach to learning, which is

ABSTRACT. Moral text processing was used as an ecologically valid method for assessing implicit and explicit moral understanding and development. The authors tested undergraduates, seminarians, and graduate students in political science and philosophy for recall of moral narratives and moral expository texts. Multivariate analyses of covariance using educational experience as an independent variable, age and moral judgment score as covariates, and recall of embedded moral arguments as dependent variables revealed a relation between education and level of moral arguments recalled. Lower-stage moral reasoning was best recalled by undergraduates, whereas higher-stage reasoning was best recalled by graduate students, with seminarians intermediate for both types of text. Moral judgment score was related to recall of the highest-level moral arguments even when age and educational experience were controlled. Moral judgment development appeared to be particularly helpful in recall of expository compared with narrative texts.