Uncovering prospective teachers' sense of moral agency within a multi-layered framework: An integrative grounded theory approach
Yükleniyor...
Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Routledge Journals, Taylor & Francis Ltd
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Using an integrative grounded theory design, this study investigated prospective teachers' moral perceptions, emotions, behavioral intentions, and reasons for their moral behavioral intentions concerning their future teaching to uncover whether prospective teachers' sense of moral agency would be explained within a multi-layered framework. The data were collected through semi-structured focus-group interviews with 40 conveniently sampled prospective teachers. The results revealed that prospective teachers' sense of moral agency encompassed perceptual (i.e. moral perceptions, emotions, behavioral intentions, and reasons for moral behavioral intentions), regulatory (i.e. prescriptive and proscriptive moral regulation systems), and contextual layers (i.e. personal, interpersonal, and social contexts). Theoretical and practical implications were also discussed in the study.
Açıklama
Anahtar Kelimeler
Moral Agency, Moral Emotion, Behavioral Intention, Professional Identity, Preservice Teachers, Emotions
Kaynak
Ethics & Behavior
WoS Q Değeri
Q2
Scopus Q Değeri
Q2
Cilt
Sayı
Künye
Eren, A., & Rakıcıoğlu-Söylemez, A. (2023). Uncovering prospective teachers’ sense of moral agency within a multi-layered framework: an integrative grounded theory approach. Ethics & Behavior, 1-23.
