Joanne O'Flaherty

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

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 four-year undergraduate teacher education programme in Ireland. The intervention strategy employed a case-based pedagogical approach where participants (n = 123) explored and discussed classroom scenarios to prepare them for a six-week school-based placement. Using the Defining Issues Test, 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.

The impact of education level and type on moral reasoning

The importance of education in developing morally sensitive individuals who use principled moral reasoning when facing dilemmas has been widely acknowledged. In the context of the criticism levelled at the Irish higher education system for failing to fulfil the role of intellectual leader and moral critic within the public domain, this paper examines the impact of education level (both undergraduate and post-graduate) and type (arts or technical/profession-based) on moral reasoning using 311 Irish participants from a wide variety of educational backgrounds. An enhanced understanding of the impact of education on moral reasoning will facilitate the development of educational initiatives aimed at augmenting moral reasoning in higher-level students.

Making the case for moral development education

The importance of education in developing ethically sensitive individuals who use principled moral reasoning when facing dilemmas has been widely acknowledged (Pascarella and Terenzini 1991; Rest et al. 1999b). However, ethics is typically omitted from the higher level curriculum and, if raised at all, comprises a very minor element of the course content of a small minority of modules. This paper makes the case for including deliberate moral reasoning interventions within higher education programmes. In doing so, it draws on the concepts of professionalism, citizenship and social capital and explains how moral reasoning development would encourage serving the public interest, active citizenship and the development of social capital. To illustrate the critical need for this to be achieved urgently, the paper refers to evidence from two recent studies carried out in Ireland, demonstrating a clear lack of principled moral reasoning among the respective cohorts tested.

School-based initial vocational education in the Republic of Ireland: the parity of esteem and fitness for purpose of the Leaving Certificate Applied

The Irish Leaving Certificate Applied (LCA) is a school-based, pre-vocational alternative to the ‘high stakes’ established Leaving Certificate. Its origins lie in European Union funded ‘school to work’ initiatives and it is currently taken to completion by some 5% of Irish senior cycle students. Since it was designed 20 years ago, there has been little critical commentary regarding the programme. The current paper considers the public perceptions and fitness for purpose of this ring-fenced programme in a rapidly changing social and economic environment. Key aspects of this changed context include the increased numbers of Irish students completing secondary education and progressing to higher education, the changing destinations of LCA graduates and the recent economic downturn. The problems arising from ring-fencing are considered from the perspectives of parallel programmes in Australia, the UK and the Netherlands. Relevant issues are identified for discussion and review.

AN EXAMINATION OF PRE-SERVICE TEACHERS' ATTITUDES TOWARDS THE USE OF VIDEO AS A PROMPT FOR REFLECTION

The rationale for this study was to investigate pre-service teachers’ attitudes towards the use of video as a prompt for reflection prior to their school placement experience. Prior research (McKenzie, Santiago, Sliwka, & Hiroyuki, 2005; Musset 2010) highlights the important link between teacher preparation and student outcomes, thus intensifying the investigation of teacher preparation programmes. The use of video formed an integral part of a lab-based practicum experience designed from the perspective of focusing on a number of high leverage core practices of the beginning professional. It requires students to take a detailed look at a variety of planning, teaching and learning skills and concepts that combine to make a teacher effective in the classroom. Working with a tutor, as part of a small team, students devise and execute a number of lessons for small classes both with their peers and with second level students. Using video students are asked to review their recorded lesson individually and with their peers and tutor and reflect on areas for improvement in their practice. The findings indicate that prospective teachers appreciate the beneficial experience of this lab-based programme in developing effective instructional strategies including: planning for learning and reflective practice. They also attest to the value of video recordings in aiding the reflective cycle. Some ways of understanding these findings are explored in this paper.