The added value of encouraging morally courageous behavior via initial teacher education: insights from the Stories of Israeli Educators

• Roni Reingold ^[1] ; Lea Baratz ^[1]
  1. [1] Achva Academic College

     Achva Academic College

     Israel

     
• Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 27-35
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Leader are people who perform morally courageous behavior. They are“standing up for their principles and speaking truth to power, often at considerable risk to themselves and those close to them” (White, 2015, p.2). Hence, as educational leaders, morally courageous teachers do not focus only on teaching compulsory knowledge.

    Morally courageous behavior is of special significance in a democratic society (Halmburger, Baumert, & Schmitt, 2015).

    Israel defines itself as a democratic society. Nevertheless, findings of qualitative research reveal that the Israeli educational system is characterized by instructional price tags for teachers' morally courageous behavior.

    Findings of qualitative research that was taken with Sixty-one educators expose a profound understanding of the concept of moral courage. Hence, the teachers' stories describing the instructional price tags, has reliability.

    Since the Israeli Ministry of Education, encourage teachers to act in conformist manner, teacher education institutions should foster morally courageous behavior among future teachers. Dedicating an entire course or several segments of courses, to the issue of moral courage can help novice teachers become more aware of the experiences that they most likely will face at various points throughout their careers (Gu & Day, 2013).