Australian Journal of Teacher Education
Keywords
Preservice education, values education, teacher characteristics, reflection, qualitative research
Abstract
Evidence is mounting that values education is providing positive outcomes for students, teachers and schools (Benninga, Berkowitz, Kuehn, & Smith, 2006; DEST, 2008; Hattie, 2003; Lovat, Clement, Dally, & Toomey, 2010). Despite this, Australian pre-service teacher education does not appear to be changing in ways necessary to support skilling teachers to teach with a values focus (Lovat, Dally, Clement, and Toomey, 2011). This article presents findings from a case study that explored current teachers’ perceptions of the skills pre-service teachers need to teach values education effectively. Teachers who currently teach with a values focus highlighted that pre-service teacher education degrees need to encourage an ongoing commitment to continual learning, critical reflection and growth in pre-service teachers, along with excellent questioning and listening skills. Further, they argued that pre-service teachers need to be skilled in recognising and responding to student diversity. This article ends by arguing for some changes that need to occur in pre-service teacher education in order for teachers to teach effectively with a values focus, including the need for stronger connections between pre-service and experienced teachers.
Recommended Citation
Mergler, A. G., & Spooner-Lane, R. (2012). What Pre-service Teachers need to know to be Effective at Values-based Education. Australian Journal of Teacher Education, 37(8). https://doi.org/10.14221/ajte.2012v37n8.5
Included in
Higher Education and Teaching Commons, Other Teacher Education and Professional Development Commons