The use of case-based learning in the development of student teachers’ levels of moral reasoning

Abstract

The important role of the teacher in developing morally sensitive individuals is widely acknowledged. This paper examines the integration of context specific moral development interventions within a 4-year undergraduate teacher education programme in Ireland. The intervention strategy employed a case-based pedagogical approach (Shulman 1992) where participants (n=123) explored and discussed classroom scenarios to prepare them for a 6-week school-based placement. Using the Defining Issues Test (DIT), results indicate statistically significant increases in levels of moral reasoning post intervention, suggesting that the use of a layered case-based pedagogical strategy provides students with alternative perspectives on their classroom practices and challenges their lay theories.