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Moral authorship of novice teachers in primary education

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Moral authorship of novice teachers in primary education

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Samenvatting

This article focuses on moral authorship as an element of the professional development of novice teachers in the Netherlands. Moral authorship refers to the ability of teachers to observe, identify, verbalize and reflect on the moral aspects of their work in a proactive and dialogical manner. We elaborate on moral authorship by theoretically exploring six interdependent tasks of moral meaning making: moral commitment, awareness, orientation and positioning, moral performance and evaluation. Narratives of 19 novice teachers were analyzed to explore moral authorship in teachers’ talk. The results show the opportunities of moral authorship to support, navigate, and reinforce the professional development of novice teachers. This study suggests professional self-dialogs for enhancing the development of moral authorship.

OrganisatieHogeschool Utrecht
AfdelingKenniscentrum Leren en Innoveren
LectoraatNormatieve Professionalisering
Gepubliceerd inTeachers and Teaching Taylor & Francis, Vol. 23, Uitgave: 5, Pagina's: 570-582
Jaar2017
TypeArtikel
TaalEngels

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