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RESEARCH PRODUCT
The implications of teachers’ implicit theories for moral education: A case study from Finland
Eija HanhimäkiElina KuusistoInkeri RissanenKirsi Tirrisubject
stimulated recall interviews (STR)TEACHERSmedia_common.quotation_subjectmindsets050109 social psychologyINTELLIGENCESTUDENTSeettinen kasvatusMoral educationMalleabilityComputingMilieux_COMPUTERSANDEDUCATIONLay theoriesPersonalityta5160501 psychology and cognitive sciencesCONCEPTIONSmoral educationFinlandmedia_commonWORKimplicit theoriesPERSONALITYlay theories4. Education05 social sciencesReligious studies050301 educationMOTIVATIONFINLANDopettajatMoral educationimplisiittiset teoriat516 Educational sciencesPsychology0503 educationSocial psychologyQualitative researchdescription
Implicit theories concerning the malleability of human qualities are known to have a powerful impact on motivation and learning, but their role in moral education is an under-researched topic. In this qualitative case study, we examined the impact of implicit theories on four Finnish teachers’ practices of teaching morally and in teaching morality. The data include preliminary and stimulated recall interviews (STR) as well as classroom observations. Our results demonstrate the multiple ways in which teachers’ implicit beliefs are communicated to students and influence teacher’s interpretations and endeavors to educate the ethical capabilities of students. The study provides evidence for the claim that implicit theories are an important construct which has been missing from the moral education literature. Directions for future research are suggested. Peer reviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2017-10-05 |