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Terry A. Senne and G. Linda Rikard

Nine teacher candidates from each of two PETE programs, University A and University B, developed teaching portfolios over three consecutive semesters of comparable courses. University A teacher candidates underwent a deliberate, developmental portfolio intervention based on the Teaching/Learning Framework (Sprinthall & Thies-Sprinthall 1983), while University B candidates employed a series of portfolio categories based on reflective practice theory (Wallace, 1991) to guide their developmental growth. All teacher candidates completed Rest’s (1986) Defining Issues Test (DIT) to determine one dimension of teacher developmental growth, moral/ethical judgment. They shared perceptions of the portfolio process through focus group interviews and portfolio questionnaires as qualitative data sources. Findings indicated a significant within-group difference for University A teacher candidates, while both university groups demonstrated similarities in perceptions of the portfolio process. A crucial programmatic difference between institutions was University A’s use of the Teaching/Learning Framework, which likely led to statistically significant, positive growth on DIT gain scores. This is the first study of its kind in PETE, indicating positive teacher development from a specific and deliberate intervention designed to guide the portfolio process.