Abstract
This study aimed to identify the effectiveness of a training program based on Kohlberg Moral Growth Theory in the development of education profession ethics among pre-service teachers at the School of Educational Sciences at the University of Jordan. The study population consisted of (134) classroom teacher students in the academic year 2018/2019. Randomly, (30) students were assigned as the experimental group and (30) students as the control group. Moral judgment scale developed by Al-Disi and Rawadieh (2019) was used to measure moral judgement of education profession ethics. The training program consisted of (6) modules in accordance with Kohlberg. The experimental group joined the ethics training program for two months. Results showed that the training program was (71%) effective in the development of the education profession ethics among the experimental group. The researchers recommended investing the training program in developing a curriculum course of education profession ethics for pre-service teachers. Keywords: Kohlberg, Pre-Service Teachers, Training Program, Education Profession Ethics, Jordan. DOI : 10.7176/JEP/11-2-04 Publication date: January 31 st 2020
Highlights
Several studies conducted from the late 1980s to early 2000 indicate that basic ethical principles in pre-service teacher training programs were lower than those of university students in other disciplines (Yeazell & Johnson, 1988; Lampe, 1994; McNeel, 1994; Cummings, Dyas, Maddux, & Kochman, 2001)
The main question is divided into the following sub-questions: 1. What are the education profession ethics to be developed by pre-service teachers at the University of Jordan? 2
The researchers used the descriptive analytical method to prepare the education profession ethics to be developed by pre-service teachers and to develop the training program in accordance with Kohlberg Theory
Summary
Several studies conducted from the late 1980s to early 2000 indicate that basic ethical principles in pre-service teacher training programs were lower than those of university students in other disciplines (Yeazell & Johnson, 1988; Lampe, 1994; McNeel, 1994; Cummings, Dyas, Maddux, & Kochman, 2001). Most of the researches and educational studies have been exposed to the different strategies that universities currently use to integrate ethics in the curriculum or in the classroom. Cummings found that moral judgment can be made through intentional educational interventions, such as ethics courses. These courses used to discuss ethical dilemmas and explained that there is no real difference between using virtual dilemmas rather than real ones (Cummings, Maddux, Richmond, & Cladianos, 2010)
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