Moral authorship of novice teachers in primary education
Publication year
2017Source
Teachers and Teaching: Theory and Practice, 23, 5, (2017), pp. 570-582ISSN
Annotation
09 augustus 2016
Publication type
Article / Letter to editor
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Organization
Radboud Docenten Academie (RDA)
Journal title
Teachers and Teaching: Theory and Practice
Volume
vol. 23
Issue
iss. 5
Languages used
English (eng)
Page start
p. 570
Page end
p. 582
Subject
Onderzoeksprogramma RDA | 2024-2028: Innovative Teaching and Learning | 2016-2023: Cultivating Creativity in EducationAbstract
This article focuses on moral authorship as an element of the professional development of novice teachers in the Netherlands. Moral authorship refers to the ability of teachers to observe, identify, verbalize and reflect on the moral aspects of their work in a proactive and dialogical manner. We elaborate on moral authorship by theoretically exploring six interdependent tasks of moral meaning making: moral commitment, awareness, orientation and positioning, moral performance and evaluation. Narratives of 19 novice teachers were analyzed to explore moral authorship in teachers’ talk. The results show the opportunities of moral authorship to support, navigate, and reinforce the professional development of novice teachers. This study suggests professional self-dialogs for enhancing the development of moral authorship.
This item appears in the following Collection(s)
- Academic publications [238441]
- Electronic publications [122518]
- Open Access publications [97513]
- Radboud Graduate School of Education [1940]
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