The implications of teachers’ implicit theories for moral education: A case study from Finland

Figures & data

Table 1. Implications of teachers’ implicit theories for teaching morally and teaching morality: assumptions based on previous literature.

	Tendencies related to teachers’ entity theory	Tendencies related to teachers’ incremental theory
Professional moral ethos of teachers	• Fulfilling professional responsibilities and norms • Striving for justice • Duty-based morality	• Taking responsibility for students’ personal development • Meeting individual needs and preserving individual rights • Rights-based morality
(‘Teaching morally’)
Educating students’ ethical capabilities	Fostering students’	Fostering students’
(‘Teaching morality’)	• entity beliefs about morality • dispositional attributions of moral offenses • maladaptive and ego-defensive courses of action when facing moral offenses and challenges • helplessness responses to moral growth	• incremental beliefs about morality • situational attributions of moral offenses • adaptive courses of action when facing moral conflicts and challenges • motivation for moral growth