Author Faculty (Discipline)

Education

Document Type

Article

Publication Date

2-2014

Journal

Australian Journal of Teacher Education

Volume Number

39

Issue Number

2

Page Numbers

33-44

ISSN

1835-517X

Embargo Period

1-19-2014

ANZSRC / FoR Code

130303 Education Assessment and Evaluation

Reportable Items (HERDC/ERA)

C1

Abstract

Although much emphasis is given to teaching values in schools, there appears to be less evidence that teacher education courses are explicitly preparing pre-service teachers for this responsibility. In this study, the Values for Australian Schools were integrated into two assessment tasks in the second year of a Bachelor of Education (Primary) Degree. Pre-service teachers interacted with the concept of values literacy through reflective readings and planning a unit of work. Results of the pre- and post-surveys and assessment tasks indicated that the pre-service teachers became more values-literate through engaging in the assessment tasks. Results also revealed a shift in their perceptions of the role that teachers play in developing the values literacy of students

Link to publisher version (DOI)

http://dx.doi.org/10.14221/ajte.2014v39n2.1

Peer Review

Before publication

Comments

Used by permission: the author

This is an open access article.


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