Moral Competence of Teacher Education Students. The Role of Guided Reflection and Responsibility-Taking Opportunities

Bibliographic Data

ID21987238
AuthorsDaniel Tello (0000-0002-0391-1446, University of Stuttgart), Marisa Meza Pardo (0000-0002-8487-6258, Pontificia Universidad Católica de Chile), Jaime Retamal Salazar (0000-0001-9179-6515, Universidad de Santiago de Chile)
Year2025
Volume16
Issue2
Pages160-178
Publication date2025-12-31
Open AccessYes
TypeARTICLE
VenueETHICS IN PROGRESS (JOURNAL)
Journal identifiersISSN: 2084-9257 • E-ISSN: 2084-9257
PublisherAdam Mickiewicz University Poznan (PUBLISHER)
DOI10.14746/eip.2025.2.7
OpenAlexW7117996515
LanguageEN
References cited26

Teacher education needs to focus on moral development and prepare their students to face the moral dilemmas in the teacher profession. The present study shows the first results of a long term research between 2017 and 2022 in 3 Chilean Universities. The relationship of learning environment, according to Responsibility Taking (RT) and Guided Reflection (GR) opportunities, on the differences on moral competence, was evaluated with a cross sectional design, comparing last with first year students (n=671). Results suggest a significant influence of RT and GR on moral competence. Being tutor at university is identified as one of those opportunities

Moral development · Moral disengagement · Moral education · Social cognitive theory of morality · Teacher education · TUTOR · Education and Teacher Training · Higher Education and Sustainability · Religious, Philosophical, and Educational Studies

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Open DOIOpen Access