The cultural and religious underpinnings of moral teaching according to English language teachers' perceptions: a case study from Iran
In this study, we attempt to explore a distinctive worldview as it pertains to Iranian education. We do this by focusing on the moral component implicit in English Language Teaching (ELT) in Iran and the challenges that might be experienced among ELT teachers when engaging in moral teacher practice,...
| Authors: | ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge
[2019]
|
| In: |
Journal of beliefs and values
Year: 2019, Volume: 40, Issue: 4, Pages: 477-489 |
| Standardized Subjects / Keyword chains: | B
Iran
/ English teachers
/ Ethics teaching
/ Sociocultural factor
/ Religious education
|
| RelBib Classification: | AX Inter-religious relations KBL Near East and North Africa |
| Further subjects: | B
English language teachers
B Narrative B Morality in teaching B Religion |
| Online Access: |
Volltext (Resolving-System) |
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| 245 | 1 | 4 | |a The cultural and religious underpinnings of moral teaching according to English language teachers' perceptions |b a case study from Iran |c Neda Soleimani |
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| 520 | |a In this study, we attempt to explore a distinctive worldview as it pertains to Iranian education. We do this by focusing on the moral component implicit in English Language Teaching (ELT) in Iran and the challenges that might be experienced among ELT teachers when engaging in moral teacher practice, including making moral decisions in relation to their teaching. For this purpose, 30 ELT teachers working at Shiraz University's Language Learning Centre volunteered to describe morality in teaching and used narrative to elicit their personal stories and understandings of the challenges entailed in making moral decisions and their justifications. The article aims to determine: how ELT teachers' perceived morality is manifested in their teaching; what kinds of moral conflicts they identify in ELT; and, how they set out to resolve these conflicts. Through content analyses, we concluded that ELT teachers defined the moral component in teaching as consisting of: a balanced relationship with the learners; being on time; and, effective teaching. Moreover, they stated that mismatches between their ideologies and external codes are the biggest challenges they experience in making moral decisions. To resolve these challenges, they mostly referred to the cultural values cultivated by their religion, together with their family backgrounds, in order to justify their decisions. | ||
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| STB | 0 | 0 | |a Enseignement de l’éthique,Éthique (matière scolaire, Allemagne),Éthique,Facteur socioculturel,Professeurs d'anglais,Religion,Religions,Religion,Éducation religieuse |
| STC | 0 | 0 | |a Educación religiosa,Enseñanza de ética,Factor sociocultural,Profesores de inglés,Religión,Religión,Religión |
| STD | 0 | 0 | |a Educazione religiosa,Etica <materia>,Insegnamento dell'etica,Insegnamento dell'etica,Fattore socio-culturale,Insegnanti di lingua inglese,Religione,Religione,Religione |
| STE | 0 | 0 | |a 伦理学课程,伦理学教学,宗教,宗教,宗教教育 |
| STF | 0 | 0 | |a 倫理學課程,倫理學教學,宗教,宗教,宗教教育 |
| STG | 0 | 0 | |a Educação religiosa,Ensino de ética,Fator sociocultural,Religião,Religião |
| STH | 0 | 0 | |a Преподавание этики,Религиозное воспитание,Религия (мотив),Религия,Социокультурный фактор |
| STI | 0 | 0 | |a Hθική <μάθημα>,Διδασκαλία ηθικής,Θρησκεία (μοτίβο),Θρησκεία,Θρησκευτική εκπαίδευση,Κοινωνικοπολιτισμικός παράγοντας |
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