Dissertation/Thesis Abstract

A study of moral reasoning development of teacher education students in northern Louisiana
by Wade, April Mitchell, Ed.D., University of Phoenix, 2015, 158; 10585706
Abstract (Summary)

This quantitative descriptive study identified the differences in the moral reasoning development levels between undergraduate teacher education students enrolled in methods courses and graduate teacher education students enrolled in an alternative certification education program using the Defining Issues Test-2 instrument. Based on Kohlberg’s (1978) theory of moral development, this study addressed four null and four alternative hypotheses. The hypotheses aimed to identify whether differences existed in the development of moral reasoning, moral reasoning development levels, moral reasoning dilemma decisions, and moral reasoning development scores based on gender, parental status, church attendance, age group, program type, desired teaching level, and perception of the adequacy of training among undergraduate and graduate teacher education students. Results revealed that moral reasoning development scores, moral dilemma decisions, and moral development scores based on gender, parental status, church attendance, age group, program type, or perceptions of the adequacy of training between the two student groups were not statistically significantly different. A statistical significant difference existed in the moral reasoning development levels and desired teaching levels (grades 1 through 6 or grades 7 through 12). Undergraduate students were significantly more likely to be at the lowest level of moral reasoning development level (personal interest) than graduate students. Because of the small sample size, a post hoc power analysis was conducted after the results were analyzed. The lack of significant findings were due to an insufficient statistical power and type two error. Recommendations and model components essential for training within the university setting are addressed.

Indexing (document details)
Advisor: Osa, Osayimwense
Commitee:
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 78/08(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Ethics, Teacher education
Keywords: Moral development, Professional development, Sexual misconduct
Publication Number: 10585706
ISBN: 9781369646573
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