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