Embodiment of the Morality:A Grounded Theory Study on the Mechanism of Pre-Service Teachers'Learning of Professional Morality
Pre-service teachers'moral learning is an intrinsic requirement for the construction of teacher moral and profes-sionalism.This research employs grounded theory to encode and analyze data from the embodied teacher moral learning process of pre-service teachers,constructing a mechanism for embodied teacher moral learning centered on the core phenom-enon of"embodiment of the morality".Within the context of embodied teachers'moral learning courses,the learning envi-ronment is characterized by an empathetic approach,where cognitive conflicts and emotional experiences of pre-service teachers serve as intervening conditions for"embodiment of the morality".Pre-service teachers engage in learning activities with diverse strategies based on the distinction between moral and practical knowledge,leading to a unified presentation of learning outcomes in post-practice reflections.The learning effect is uniformly presented in the practice posterior,which in-dicates the effectiveness of embodied teacher moral learning,while the differentiation and path required by each teacher ech-oes the difference of its action strategies,and responds to the value purport of"embodiment of the morality".
embodied cognitionteacher moral learningembodied teacher moral learningteacher moral learning mecha-nism
国家科技期刊平台
NSTL
万方数据
