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Exploring teachers’ value orientations in literature and history secondary classrooms
ARTICLE

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TATE Volume 24, Number 6, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study explores teachers’ observable value orientations in literature and history classrooms, wishing to investigate how teachers infuse their values into instructional settings through their conceptions of the taught subject, the process of making meaning, and their involvement in the process of value communication.Through consideration of observation, interview and additional data, the common features underlying teachers’ value orientations are identified. One may conclude that although participants avoid the clear involvement in value communication, they search for a balance in defending the humanistic tradition and enacting a more critical and multi-perspective development of students’ sense about values. The taught subject seems to affect the displayed value orientations.

Citation

Frydaki, E. & Mamoura, M. (2008). Exploring teachers’ value orientations in literature and history secondary classrooms. Teaching and Teacher Education: An International Journal of Research and Studies, 24(6), 1487-1501. Elsevier Ltd. Retrieved October 16, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2008.01.002

Keywords