Obstacles to Teacher Training in Character EducationBerkowitz, Marvin W.
doi: 10.1080/01626620.1999.10462930pmid: N/A
Abstract Currently there is both a great demand for and a proliferation of character education initiatives at the K-12 levels. Unfortunately, much of this proliferation has been unsystematic and uncontrolled. Despite the obvious good will of character educators, there is little training available, particularly at the pre-service level. This paper will examine both the need for and obstacles to implementing effective pre-service training in character education. Six obstacles are addressed: Disagreement on what character is; disagreement on what constitutes character education; perceptions of limited space in pre-service curricula for character education training; limited scientific data about which character education elements are effective and for what outcomes; where the expertise and resources are; ambivalence about the appropriateness of educating for character. Suggestions are offered for overcoming each of these obstacles.
How Teachers Feel about Character Education: A Descriptive StudyMathison, Carla
doi: 10.1080/01626620.1999.10462932pmid: N/A
Abstract The purpose of this study was to determine teachers' opinions/attitudes toward character education. 150 teachers from four large metropolitan areas in the United States and 137 student teachers from San Diego State University's School of Teacher Education were queried about their; 1) general attitudes toward character education, 2) professional responsibilities for character education, 3) degree of preparedness to teach character education, and 4) perceptions of obstacles to character education in the public school. Data from the entire population suggest that, while teachers feel that character education is important, they differ in their opinions about what character education is and how it should be taught.
Implications of Piaget's Constructivist Theory for Character EducationDevries, Rheta
doi: 10.1080/01626620.1999.10462933pmid: N/A
Abstract Character education from the constructivist perspective is outlined, drawing on Piaget's research on children's reasoning about moral rules, such as telling the truth. Piaget's distinction between two types of morality offers a framework for thinking about education. Parallel to the two types of morality are two types of teacher-child relationships, one that promotes children's moral development and one that hinders it. The first principle of constructivist education is to establish a socio-moral atmosphere in which mutual respect is continually practiced. Examples are given about what teachers can do to create a cooperative interpersonal atmosphere in the classroom. Research is described that shows that children from a constructivist kindergarten were more advanced in their interpersonal interactions than children from DISTAR and eclectic classrooms. Implications for teacher education are discussed.
School Culture before Character Education: A Model for ChangeGoldsmith-Conley, Elizabeth
doi: 10.1080/01626620.1999.10462934pmid: N/A
Abstract Alfie Kohn argues that developing caring, thoughtful citizens is a preferable end for character education than the obedient, unreflective workers many current programs (without practitioners realizing) may be cultivating. He argues that focusing on classroom culture rather than a narrow instructional program more effectively facilitates character development. I argue in this paper for further broadening the focus to include school culture. A group of schools in New York City belonging to the Center for Collaborative Education founded by Deborah Meier model ways to develop the caring and reflective community Kohn advocates. I describe this model contrasting it with less desirable cultures based on my year observing and teaching in sixteen member and nonmember inner city public schools. My conclusion suggests this model's alignment with Kohn's notions of character education.
The Child Development Project: Building Character by Building CommunityWatson, Marilyn
doi: 10.1080/01626620.1999.10462935pmid: N/A
Abstract When a teacher focuses on creating a caring community in the classroom he or she is not just providing the optimal context for character development. The processes involved in creating a caring community require far more than that the teacher be fair and caring, it requires teaching children the skills and attitudes they need to be fair and caring, and seeing to it that everyone in the community lives by these values. This article outlines the many skills and understandings that preservice teachers need in order to create caring classroom communities and the supportive conditions they need, both as student teachers and as teachers, if they are to succeed in making a positive contribution to the character development of their students.
Classroom Community Building as Framework and Practice in an Elementary Humanities Methods Class: An Instructor's ReflectionsBryant, Carol J.
doi: 10.1080/01626620.1999.10462936pmid: N/A
Abstract A team of humanities methods instructors framed their course within the concept of classroom community building to address issues relevant to preservice teachers in areas such as moral commitment, professionalism, caring, and concern. Through activities, lessons, a classroom community analysis paper, and oral and written responses, preservice teachers were asked to address the question, “How can we teach humanities in our classrooms to help students develop a sense of classroom and global community?” This article discusses how classroom community building became a course framework, provides examples of how a community was built and the strengths and limitations of that choice, and closes with insights for teacher educators who may wish to use a similar approach.
Character Education: Seven Crucial IssuesLickona, Thomas
doi: 10.1080/01626620.1999.10462937pmid: N/A
Abstract Defining character education as the cultivation of virtue, this article addresses seven questions: (1) What is the Relationship Between Character and Virtue? (2) What is the Nature of Character Education? (3)What are the Goals of Character Education? (4) What are the Psychological Components of Character? (5) What is the Content of Character? (6) What is the Comprehensive Approach to Character Development? (7) How Can Schools of Education Prepare Effective Character Educators?
Pre-Service Preparation for Teaching Character and Citizenship: An Integrated ApproachWeber, Christopher
doi: 10.1080/01626620.1999.10462938pmid: N/A
Abstract Widespread concern across the nation for the development of character and civic virtue among children and youth has resulted in the introduction of character and citizenship programs in many public schools. Teachers participating in these programs need adequate pre-service preparation in the nation's colleges and universities. This preparation should (a) promote the ethical/moral development of future teachers through liberal arts coursework and other college experiences and (b) integrate various elements of character education into the existing teacher education program.