Missaghian, Rod

The Moral Dimensions of Teaching: Teacher Perceptions of Their Role as Moral Educators

Keywords: Moral Education, Moral Agency, Professionalism

Abstract

The last twenty years have seen a revival in the public and academic discussion of the ethical dimensions of schooling. This renewed interest is reflected in part by the growing research base in the field of moral education. Character education continues to be the most popular as well as controversial branch of moral education, however a growing body of research, led by researchers such as Gary Fenstermacher and Philip Jackson, has focused less on the explicit teaching of character, and more on the ethical responsibilities of teachers as a professional group. This research study explores the perceptions of three experienced elementary school teachers relating to their role as moral educators, and how they conceptualize their ethical responsibilities as moral agents in the context of the growing popularity of character education programs. The main research question in this study aims at capturing teacher perceptions of their role as moral educators. Analysis of the data suggests that the teachers interviewed all consider themselves as role models, and they described various implicit ways they promote good behaviour; however, they arguably lack a clear ethical framework from which to explain their moral agency.

Acknowledgements

I would like to thank Dr. Elizabeth Campbell for her support and guidance during this process.