Insights into Moral Education: Iranian English Teachers’ Conception of Morality | ||
| جستارهای زبانی | ||
| Article 12, Volume 15, Issue 1 - Serial Number 79, 1403, Pages 293-319 PDF (839.86 K) | ||
| Document Type: مقالات علمی پژوهشی | ||
| DOI: 10.48311/LRR.15.1.293 | ||
| Authors | ||
| Azar Hosseini Fatemi; Neda Moezzipour* ; Behzad Ghonsooly | ||
| Department of English Language and Literature, Ferdowsi University of Mashahd, Mashhad, Iran | ||
| Abstract | ||
| The present study attempted to look deeply into how Iranian English teachers defined morality and if there was any significant difference with respect to gender and years of teaching experience. The study followed a mixed-methods design including a semi-structured interview and a multiple choice single-item questionnaire. The results revealed that while the main concern for the participants in different decades of teaching was choosing right over wrong, the prevailing theme for male and female teachers differed in that the male teachers moved towards less personalized and more agentic conceptions, whereas female teachers were more concerned with the context and society as their experience increased. The analysis of the quantitative data also illustrated there was a significant difference between female and male teachers in the 2nd and 3rd decades of teaching. Moreover, the differences between participants based on their level of experience were statistically significant | ||
| Keywords | ||
| morality; moral theory; gender; teaching experience; Iranian English teachers | ||
| References | ||
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