Pre-service teachers’ ethical role construction in China
This study examines pre-service teachers’ construction of ethical roles in teaching practice in China. This study finds that three major changes emerged in pre-service teachers’ understanding of teacher ethics after teaching practice: viewing caring as an interactive relationship between teachers an...
| Auteurs: | ; ; ; ; |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Routledge
2022
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| Dans: |
Journal of beliefs and values
Année: 2022, Volume: 43, Numéro: 4, Pages: 498-511 |
| Sujets non-standardisés: | B
Ethics
B Teaching Practice B China B Pre-service teacher |
| Accès en ligne: |
Volltext (lizenzpflichtig) |
| Résumé: | This study examines pre-service teachers’ construction of ethical roles in teaching practice in China. This study finds that three major changes emerged in pre-service teachers’ understanding of teacher ethics after teaching practice: viewing caring as an interactive relationship between teachers and students, emphasising teachers’ sacrifice, and highlighting authority in the teacher-student relationship. This study supplements the extant literature by highlighting university and teaching schools’ roles in facilitating pre-service teachers in-depth interaction with pupils and teachers to facilitate their moral learning through fieldwork. |
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| ISSN: | 1469-9362 |
| Contient: | Enthalten in: Journal of beliefs and values
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| Persistent identifiers: | DOI: 10.1080/13617672.2021.2010264 |