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Teachers' Constructivist and Ethical Beliefs.

Marie Sharkey1, Hugh Gash2

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Irish primary teachers' ethical beliefs influence their views on constructivist teaching. Idealistic teachers, for instance, more highly value student negotiation and uncertainty in the classroom.

Keywords:
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Area of Science:

  • Education
  • Psychology
  • Ethics

Background:

  • Teacher beliefs and practices are crucial for effective education.
  • Understanding the link between ethical perspectives and pedagogical approaches is vital for teacher training.

Purpose of the Study:

  • To investigate the association between Irish primary teachers' ethical positions (idealism and relativism) and their beliefs regarding constructivist practices.
  • To explore how different ethical viewpoints might shape teachers' views on student-centered learning environments.

Main Methods:

  • Survey research was employed with a sample of 35 Irish primary teachers.
  • The Constructivist Learning Environment Survey (CLES) assessed beliefs about constructivist practices.
  • The Ethical Position Questionnaire (EPQ) measured teachers' ethical idealism and relativism.

Main Results:

  • Significant relationships were identified between teachers' ethical positions and their scores on CLES dimensions.
  • Idealistic teachers demonstrated higher valuation of uncertainty and student negotiation compared to teachers with high relativist scores.
  • Ethical perspectives appear to correlate with specific constructivist teaching values.

Conclusions:

  • Teachers' ethical frameworks are associated with their espoused constructivist beliefs.
  • Findings suggest that professional development should consider the influence of ethical dimensions on pedagogical approaches.
  • Further research is warranted to explore these connections in diverse educational contexts.