Tricia Giovacco-Johnson

Abstract：This project explores how one early childhood preparation program integrated applied ethics in introductory coursework. Recognizing that students enter teacher education with well-formed values and beliefs regarding children and teaching, carefully planned learning experience and encounters in real life learning contexts expand their understanding of the complexity of ethical decision making in early care and education programs. This project documents students’ perspectives toward their role as meaning-makers through the analysis of assignments intended to promote reflection on values. As students engage with course content and gain practical experience, their knowledge and beliefs regarding teaching evolve together demonstrating the power of ethical thinking in enhancing early childhood teacher education. The findings indicate that students draw on their image of children, social justice, and self-awareness in their development of a professional ethical identity.

Key words：Ethics, Early childhood teacher education , Early childhood education , Values, Professionalism

总  结：一段时间的教师教育课程的尝试定义和评估，发展，职前教师的性格当他们离开他们的制备和进入专业生活。然而，该项目文件的道德和伦理的学生身份的重要性把他们的专业，如何制备思想和道德行为不断形成和改革的经验，一个正式的教师教育程序。教师教育应尊重学生，采取在已经建立的建筑的责任教学和学习的首选的理解通过与儿童生活的工作投入，家庭，和老师。思考，讨论，辩论对于问题的伦理实践和质量暴露学生的不同观点和新思想的延伸和扩大他们的孩子和教学图像。作为学生参与课程内容和取得的实践经验，他们的知识和信仰方面的教学共同进化的力量展示的伦理思考在提高幼儿教师教育。

出处：《Early Childhood Education》