Values, Ethics and Teacher Education: A Perspective from Pakistan
Values and ethics are automatically incorporated into any teaching/learning environment or endeavour, whether or not they are consciously stated objectives. The focus on "quality of education" has sharpened as people have become concerned about a perceived rise in materialism as standards...
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Elektronisch Artikel |
| Sprache: | English |
| Veröffentlicht: |
Paris
OECD Publishing
2007
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| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Values and ethics are automatically incorporated into any teaching/learning environment or endeavour, whether or not they are consciously stated objectives. The focus on "quality of education" has sharpened as people have become concerned about a perceived rise in materialism as standards of living have improved; materialistic ambitions increasingly fill the ideological gap created by the move to a pluralistic society in which there is a less general consensus of values and ethics. There is increasing demand for insight into the potential of the formal teaching/learning process for inculcating, learning/unlearning (as the case may be) and consolidating values. The manner in which teachers are trained has far-reaching implications for the youth in schools, and a systemic inquiry into the structure, role, responsibilities, aims and curricular objectives of teacher education is the obvious starting point. This paper tries to delineate the global normative aims of education as a model for assessing the composition of the teacher education curriculum in Pakistan. It looks at the intended curriculum, bearing in mind that the formal and the active curricula may not necessarily converge. The paper accepts that ethics and values education is still in a formative stage. However, one critical question that will remain open at the philosophical level is "which values should be included?" and this needs to be vigorously researched to establish guidelines that have global consensus. The next crucial question will then be "how best to teach to ensure that these ethics and values are internalised by learners?" |
| Beschreibung: | 1 Online-Ressource (21 p.) |
| DOI: | 10.1787/hemp-v19-art20-en |
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| 520 | |a Values and ethics are automatically incorporated into any teaching/learning environment or endeavour, whether or not they are consciously stated objectives. The focus on "quality of education" has sharpened as people have become concerned about a perceived rise in materialism as standards of living have improved; materialistic ambitions increasingly fill the ideological gap created by the move to a pluralistic society in which there is a less general consensus of values and ethics. There is increasing demand for insight into the potential of the formal teaching/learning process for inculcating, learning/unlearning (as the case may be) and consolidating values. The manner in which teachers are trained has far-reaching implications for the youth in schools, and a systemic inquiry into the structure, role, responsibilities, aims and curricular objectives of teacher education is the obvious starting point. This paper tries to delineate the global normative aims of education as a model for assessing the composition of the teacher education curriculum in Pakistan. It looks at the intended curriculum, bearing in mind that the formal and the active curricula may not necessarily converge. The paper accepts that ethics and values education is still in a formative stage. However, one critical question that will remain open at the philosophical level is "which values should be included?" and this needs to be vigorously researched to establish guidelines that have global consensus. The next crucial question will then be "how best to teach to ensure that these ethics and values are internalised by learners?" | ||
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| spelling | Zia, Rukhsana VerfasserIn aut Values, Ethics and Teacher Education A Perspective from Pakistan Rukhsana, Zia Paris OECD Publishing 2007 1 Online-Ressource (21 p.) Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Values and ethics are automatically incorporated into any teaching/learning environment or endeavour, whether or not they are consciously stated objectives. The focus on "quality of education" has sharpened as people have become concerned about a perceived rise in materialism as standards of living have improved; materialistic ambitions increasingly fill the ideological gap created by the move to a pluralistic society in which there is a less general consensus of values and ethics. There is increasing demand for insight into the potential of the formal teaching/learning process for inculcating, learning/unlearning (as the case may be) and consolidating values. The manner in which teachers are trained has far-reaching implications for the youth in schools, and a systemic inquiry into the structure, role, responsibilities, aims and curricular objectives of teacher education is the obvious starting point. This paper tries to delineate the global normative aims of education as a model for assessing the composition of the teacher education curriculum in Pakistan. It looks at the intended curriculum, bearing in mind that the formal and the active curricula may not necessarily converge. The paper accepts that ethics and values education is still in a formative stage. However, one critical question that will remain open at the philosophical level is "which values should be included?" and this needs to be vigorously researched to establish guidelines that have global consensus. The next crucial question will then be "how best to teach to ensure that these ethics and values are internalised by learners?" Education Pakistan Enthalten in Higher Education Management and Policy Vol. 19, no. 3, p. 1-21 volume:19 year:2007 number:3 pages:1-21 Parallele Sprachausgabe Französisch Valeurs, éthique et formation des enseignants : L'expérience du Pakistan FWS01 ZDB-13-SOC FWS_PDA_SOC https://doi.org/10.1787/hemp-v19-art20-en Volltext |
| spellingShingle | Zia, Rukhsana Values, Ethics and Teacher Education A Perspective from Pakistan Education Pakistan |
| title | Values, Ethics and Teacher Education A Perspective from Pakistan |
| title_auth | Values, Ethics and Teacher Education A Perspective from Pakistan |
| title_exact_search | Values, Ethics and Teacher Education A Perspective from Pakistan |
| title_full | Values, Ethics and Teacher Education A Perspective from Pakistan Rukhsana, Zia |
| title_fullStr | Values, Ethics and Teacher Education A Perspective from Pakistan Rukhsana, Zia |
| title_full_unstemmed | Values, Ethics and Teacher Education A Perspective from Pakistan Rukhsana, Zia |
| title_short | Values, Ethics and Teacher Education |
| title_sort | values ethics and teacher education a perspective from pakistan |
| title_sub | A Perspective from Pakistan |
| topic | Education Pakistan |
| topic_facet | Education Pakistan |
| url | https://doi.org/10.1787/hemp-v19-art20-en |
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