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Teacher Educators' Perception of Character Education in Jamaica

机译：牙买加教师教育者对品格教育的认识

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摘要

This was a multi-case qualitative study, designed to investigate teacher educators' perception of character education in Jamaica and how they enact character education in their classrooms. The study provided a localized version to the vast amount of research that has been conducted on character education in developed countries. Against the background of the significant role of teacher education, the study provided important insights regarding how teacher educators perceived, and enacted character education. Given the abstract nature of character education, a seven-point Likert scale questionnaire and two short cases were used to guide the interviews with the fifteen teacher educators' who were purposively selected to take part in the study. Artifacts provided by the teacher educators, provided additional data for study. The responses on the questionnaire ranged from strongly agree through to strongly disagree. The data were analysed using the thematic approach. The data generated from the instruments were collated and attributed to the themes and major research questions to which they were aligned. The findings revealed that teacher educators' perception of character education was closely aligned to the authoritative perception. The commonly shared view among participants was that character education is a means of instilling in children and young people the traditional values of the society and teaching them good manners. It was found that the older participants hold that character education is the process of teaching young people to be respectful, caring and to have good manners, especially to their elders. The younger participants hold that character education should focus on teaching young people the values and attitudes that will help them to live successfully in community, where there is mutual respect between all members of that community. They explained that the goal of character education should therefore be to equip young people with the ability to make right decisions and excel at what they do, rather than become obedient, subservient members of the society. All fifteen respondents strongly agreed with the authoritative perception, that people do not naturally develop good character and are therefore in need of correction. Twelve of the fifteen participants also revealed that their belief that human beings do not naturally develop good character is further supported by the experiences they have gained observing and relating to other human beings. The findings also revealed that except for Guidance Counsellors, teacher educators did not formally teach character education. The teacher educators described their character education activities as informal and reactive. Informal because they did not usually go to their classes with a plan to teach character education, and reactive because many of their explicit character education actions were in response to the undesirable or inappropriate behaviours of their students. Their character education actions included correcting undesirable behaviours and modelling appropriate behaviours. Most of the teacher educators supported the direct didactic approach as the more effective approach to the teaching of character education and believed that pre service teachers are inadequately prepared for the task of character education.
机译：这是一个多案例的定性研究，旨在调查教师教育者对牙买加人格教育的看法以及他们如何在课堂上进行人格教育。该研究为发达国家有关品格教育的大量研究提供了本地化版本。在教师教育的重要作用的背景下，该研究提供了有关教师教育者如何看待和实施品格教育的重要见解。鉴于品格教育的抽象性质，我们使用李克特七点量表和两个简短案例来指导与十五位教师教育者的访谈，这些教师被有意选择参加研究。教师教育者提供的人工制品为学习提供了额外的数据。问卷的回答范围从完全同意到完全不同。使用主题方法分析数据。整理了仪器产生的数据，并将其归因于主题和与之相关的主要研究问题。调查结果表明，教师教育者对品格教育的认识与权威性观念紧密相关。与会人员普遍认为，品格教育是向儿童和年轻人灌输社会传统价值观并教导他们良好举止的一种手段。人们发现，年龄较大的参与者认为，品格教育是教导年轻人要尊重，关心和有礼貌的过程，尤其是对年长者。较年轻的参与者认为，品格教育应着重于向年轻人传授将有助于他们在社区中成功生活的价值观和态度，在社区中所有成员之间都应相互尊重。他们解释说，品格教育的目标应该是使年轻人有能力做出正确的决定并擅长于自己所做的事情，而不是成为听话的，顺从的社会成员。所有15位受访者都完全同意权威的看法，即人们不会自然地发展良好的品格，因此需要纠正。 15名参与者中的12名还透露，他们所观察到的并与其他人有关的经验进一步证明了他们对人不会自然地发展良好品格的信念。调查结果还显示，除指导顾问外，教师教育者没有正式教授品格教育。教师教育者将他们的品格教育活动描述为非正式的和被动的。非正式的是因为他们通常不按计划进行品格教育，而被动的是因为他们的许多明确的品格教育活动是对学生不良或不适当行为的回应。他们的品格教育行动包括纠正不良行为和模仿适当的行为。大多数的教师教育者都支持直接教学法作为更有效的品格教育方法，他们认为，职前教师没有为品格教育做好充分的准备。

著录项

  • 作者

    Dempster, Monica.;

  • 作者单位

    Temple University.;

  • 授予单位 Temple University.;
  • 学科 Educational leadership.
  • 学位 Ed.D.
  • 年度 2018
  • 页码 170 p.
  • 总页数 170
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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