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The use of case-based learning in the development of student teachers’ levels of moral reasoning

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Show simple item record O'Flaherty, Joanne McGarr, Oliver 2015-11-03T16:58:44Z 2015-11-03T16:58:44Z 2014
dc.description peer-reviewed en_US
dc.description.abstract The important role of the teacher in developing morally sensitive individuals is widely acknowledged. This paper examines the integration of context specific moral development interventions within a 4-year undergraduate teacher education programme in Ireland. The intervention strategy employed a case-based pedagogical approach (Shulman 1992) where participants (n=123) explored and discussed classroom scenarios to prepare them for a 6-week school-based placement. Using the Defining Issues Test (DIT), results indicate statistically significant increases in levels of moral reasoning post intervention, suggesting that the use of a layered case-based pedagogical strategy provides students with alternative perspectives on their classroom practices and challenges their lay theories. en_US
dc.language.iso eng en_US
dc.publisher Taylor and Francis en_US
dc.relation.ispartofseries European Journal of Teacher Education;37, (3), pp. 312-330
dc.rights This is an Author's Original Manuscript of an article whose final and definitive form, the Version of Record, has been published in the European Journal of Teacher Education, 2014 © Taylor and Francis, available online at en_US
dc.subject pre-service teacher education en_US
dc.subject moral reasoning en_US
dc.subject case-based learning en_US
dc.subject ethical practice en_US
dc.title The use of case-based learning in the development of student teachers’ levels of moral reasoning en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.identifier.doi 10.1080/02619768.2013.870992
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 1582195

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