TEACHING MORAL CHARACTER: TWO ALTERNATIVES FOR TEACHER EDUCATION

Abstract

Debating whether or not teachers should teach values addresses the wrong question. Education already is a values-infused enterprise. The larger question is how to train teachers for positive character formation. Two teacher education strategies are presented in this article. A “minimalist” strategy requires teacher educators to make explicit the hidden moral education curriculum and to reveal the inextricable linkage between best practice instruction and moral character outcomes. The “maximalist” approach requires preservice teachers to master a tool kit of pedagogical strategies that target moral character directly as a curricular goal. To this end, the Integrative Ethical Education model outlines five steps for moral character development: supportive climate, ethical skills, apprenticeship instruction, self-regulation, and adopting a developmental systems approach.

Notes

¹The Integrative Ethical Education Model was initially developed in collaboration with Minnesota educators during the Community Voices and Character Education project (Narvaez, Bock, Endicott, & Lies, 2004). From 1998–2002, the Minnesota Department of Education (formerly the Department of Children, Families, and Learning) implemented the Community Voices and Character Education Project (CVCE) with funds from the U.S. Department of Education (USDE OERI Grant # R215V980001). Project materials may be obtained from the first author or at the Collaborative for Ethical Education, http://cee.nd.edu. The IEE model was subsequently extended, based on further research (Narvaez, 2006).