The implications of teachers’ implicit theories for moral education: A case study from Finland

Inkeri Rissanen, Elina Kuusisto, Eija Hanhimäki, Kirsi Tirri

Research output: Contribution to journalArticleScientificpeer-review

Abstract

Implicit theories concerning the malleability of human qualities are known to have a powerful impact on motivation and learning, but their role in moral education is an under-researched topic. In this qualitative case study, we examined the impact of implicit theories on four Finnish teachers’ practices of teaching morally and in teaching morality. The data include preliminary and stimulated recall interviews (STR) as well as classroom observations. Our results demonstrate the multiple ways in which teachers’ implicit beliefs are communicated to students and influence teacher’s interpretations and endeavors to educate the ethical capabilities of students. The study provides evidence for the claim that implicit theories are an important construct which has been missing from the moral education literature. Directions for future research are suggested.
Original languageEnglish
JournalJournal of Moral Education
Volume47
Issue number1
Pages (from-to)63-77
Number of pages15
ISSN0305-7240
DOIs
Publication statusPublished - 2018
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences
  • implicit theories
  • Moral education
  • TEACHERS
  • stimulated recall interviews (STR)
  • FINLAND
  • lay theories
  • INTELLIGENCE
  • PERSONALITY
  • CONCEPTIONS
  • MOTIVATION
  • STUDENTS
  • mindsets
  • WORK

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