Abstract
This project explores how one early childhood preparation program integrated applied ethics in introductory coursework. Recognizing that students enter teacher education with well-formed values and beliefs regarding children and teaching, carefully planned learning experience and encounters in real life learning contexts expand their understanding of the complexity of ethical decision-making in early care and education programs. This project documents students’ perspectives toward their role as meaning-makers through the analysis of assignments intended to promote reflection on values. As students engage with course content and gain practical experience, their knowledge and beliefs regarding teaching evolve together demonstrating the power of ethical thinking in enhancing early childhood teacher education. The findings indicate that students draw on their image of children, social justice, and self-awareness in their development of a professional ethical identity.
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Giovacco-Johnson, T. Applied Ethics as a Foundation in Early Childhood Teacher Education: Exploring the Connections and Possibilities. Early Childhood Educ J 38, 449–456 (2011). https://doi.org/10.1007/s10643-010-0428-7
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DOI: https://doi.org/10.1007/s10643-010-0428-7