Capa do livro "Teacher Training and Values Education: Selected Papers from the 18th Annual Conference of the Association for Teacher Education in Europe". Editores: Maria Odete Valente et al

Teacher Training and Values Education: Selected Papers from the 18th Annual Conference of the Association for Teacher Education in Europe

Maria Odete Valente et al


“Teacher Training and Values Education” was the selected theme for the 18th Annual Conference of the Association for Teacher Education in Europe (ATEE) which took place in Lisbon, Portugal, at the Departamento de Educação da Faculdade de Ciências de Lisboa in September 93.

The process of choosing the theme was considered then to be an important decision for the scientific reorientation of the Association as well as for the European educational community. It was assumed that it would draw the general attention more strongly towards the issue and give input for a more grounded reflexion, as the community itself was showing more openness whenever confronted with the major question of public schooling and values education. It was important for the Association, because it would challenge it to take risks when involving itself in more ideological discussions, considering that the ongoing educational debate till then was emphasizing more scientific, organizational and technical features than issues of philosophical and political nature. As far as the educational community is concerned, many other organizations and associations began indeed considering the issue of education for values as an updated theme lying in the center of many important discussions and actions. And as a result educational systems are also geared again to take and share responsibilities in what concerns the personal and social education of their students, thus trying to meet the expectations of society in general and families’ in particular. These ones are less and less available to take up the clarifying educational encounter with their children who are feeling more and more vulnerable and confused regarding the multiplicity of contradictory values emerging from a variety of instances around them, and where media, especially television, have played a capital influence. In line with this the school curriculum also became the object of continuous analysis and criticism, curricular matters being requested to decode and consider more explicitly the valuing processes associated to the expression of those areas within the various contexts of daily life where such processes act upon or are underlying.

The theme was envisaged in a broader context ranging from more general viewpoints on the social culture and values change, with an analysis of some intercultural issues, to aspects more directly tied to educational systems and teacher training, namely those of explicit school curricula for values education, and those of the recognition and permanent vigilance of the hidden curriculum in the culture of the school, of the classroom and of those who take part in it.

The title of the book is the same of the Conference theme, the book being organized in two parts: the first one comprehends the texts of the lectures givenat plenary and concurrent sessions, and the second one includes some selected papers presented at the ATEE Permanent Working Groups. In the first part all texts are directly concerned with the theme, this relation being less explicit in the second part; however, all texts are considered to implicitly address the theme at least in their underlying assumptions, or proposals.

We hope the book will be a source of information, arguments, and different perspectives for looking at values issues, all contributing to strengthen the unique responsibility of educators for the imprevisible XXI century, thus opening the pathways for young people to be able to encounter great meanings for their fulfilment and feel gratitude for life.


Changing Values in a World in Transition, Maria de Lourdes Pintasilgo13
Postmodernism, Education and Contemporary Capitalism: A Materialist Critique, Mike Cole, Dave Hill27
Ethical Discourses in Modern Societies, Teresa Levy69
Teacher Education and Values Education, David E. Purpel91
Formation des Enseignants et Education Axiologique, Manuel Ferreira Patrício103
Values and Character in Schools, Stephan Ellenwood121
Meanings of the Moral Domain, Mário Azevedo137
Explicit and Implicit Values Education and the Crisis in Postmodern Society, Cees A. Klaassen153
Knowledge, Values and Dilemmas in Schools, Arvid Hansen165
Doutes et Schizophrenie chez l’Enseignant de nos Jours: Education et Valeurs, Juana Noguera, Luis Valero177
Human Rights as Basic Values in Teacher Education, Hugh Starkey185
School Technology and Values Education: Implications for the School Curriculum, John Heywood197
Values and Evaluation – Meaning and Measuring, Peter Ling, Lorraine Ling211
Values Education in Québec, Marie-Paule Desaulniers227
Transmission ou Construction d’Attitudes Sociales et Intellectuelles dans Ie Programme Québécois de Sciences Humaines au Primaire, Mario Laforest, Yves Lenoir241
Teacher Education Values – Whose Values?, Sonia Rouve263
From Words to Action in Teachers’ Professional Ethics Education and Research, Rauni Räsänen271
Between Entry and Exit: How Student Teachers Change their Educational Values Under the Influence of Teacher Education, Bob Koster, Fred A.J. Korthagen, Hubert G.M. Schrijnemakers283
Romancing the Stone: Education for Mutual Understanding in Teacher Education in a Divided Society, Leslie Caul301
Die ‘gute Lehrerin’, der ‘gute Lehrer’ – Damals und Heute zur historischen Bedingtheit einer tragenden Idee in der Schweizer Lehrerinnen und Lehrerbildung, Hans-Ulrich Grunder311
How to Measure Educational Values in the School Teacher, Celedonio Castanedo Secadas325
Values and Media, Maria de Jesus Barroso335
Work Group 2
How do Students Think about Cancer? Knowledge and Value Related Ideas about Human Health and Their Use in Developing a Curriculum on Cellular and Molecular Biology, Fred Brinkman, Karel van Koppen, Jeannette van der Sluijs341
Teaching Science Concepts in Changing Contexts: A Study of Actions and Values of Teachers, Onno de Jong, Jeannine Acampo347
Biological Knowledge as Prerequisite for the Development of Values and Attitudes, Amos Dreyfus363
How Children of 9-11 Years Describe Inside of the Body and its Functioning. A Starting Point for the Biology Teaching Syllabus, Barbara Pojaghi
Biology and Human Values: Teachers’, Prospective Teachers’ and Students’ Views, Joseph Nussbaum, Rachel Mamlock385
Work Group 3
Enlarged Task-Analyses

To the question of our view and tools for improving vocational learning; some implications for training of vocational teachers, Lennart Nilsson

Practice in Technical Teacher Training, Éva Gombocz409
Que Pensent les Enseignants de la Filière Artisanat et Industrie de Leurs Qualifications Professionnelles?, Anne-Lise Hostmark Tarrou419
Work Group 4
School Leadership and Gender: Comparative Research on Differences and Effects, Meta L. Krüger429
Is my Prescription Valuable: Values in Education and Administration, Lorraine M. Ling441
The Involvement of Outside Agencies in Innovation in Schools: Problems in Partnership, M. Murray, J. Heywood451
Work Group 5
Seeing the Teacher Through Other Eyes: Cross-Cultural Perspectives on Teachers and Teaching, Irene Donohoue Clyne469
Expert Beliefs about Teacher Training in Multicultural Perspective: The Multicultural Competent Teacher in the Netherlands, Hans de Frankrijker, Rico Lie479
The Teaching of Religious Faiths as a Vital Contribution for Teacher Training to Intercultural Understanding within Values Education, A R V Dodd497
Interculture: Quelle Reponse Dans L’Ecole et la Dynamique Sociale, Luisa Beccegato Santelli, M. Luisa Scippa505
Human Rights, Cultural Identity, Individual Autonomy and Multicultural Education, Basil R. Singh513
Work Group 6
Combining Literacies: The Use of Word-Processors with Children who Are Learning to Read, Moira Monteith541
Work Group 7
The Changing Role of Teachers, Maria de Lourdes Braga Figueiredo Pereira557
Special Education General Knowledge: Some Theoretical Reflections, and a Description of an Educational Model, Rolf Helldin567
Work Group 8
How do FL Teachers Perceive their Role as Transmitters of Culture?, Graça Branco, Maria Alfredo Moreira583
Corrective Feedback in the Language Classroom, Gertraud Havranek597
Target Vocabulary in Multicultural Primary Classrooms – Contextualising Meaning, Norah McWilliam609
Fachdidaktik and Fachwissenschaft – A German Class Difference?, David R. Whybra621
Work Group 9
Widening Perspectives through Reflection in Teacher Education, Jarkko Leino631
School Based Teacher Developments: The Way Ahead!, Gill Nicholls643
Educational Quality Assurance in Teacher Education, John J. Peters657
Teachers’ Conceptions of the Role of the School in Society and their Criteria for Evaluating their Students, Ruth Zuzovsky, Ruth Yakir671
Work Group 10
Valuing the Importance of Gender Issues in Teacher Education, Maxine Cooper, Rosalind Hurworth, Andrea Allard, Jeni Wilson687
Women’s Scientific Education: Influence of Different Socio-Political Contexts, Alice Fontes, Ana M. Morais701
The Place of Women in Teacher Education (UK), Meg Maguire, Gaby Weiner713
Work Group 11
Watchdogs of the Mind? English, Media Education and Cultural Values in British Secondary Schools, Andrew Hart741
Imagination and Values Education, Reijo E. Heinonen755
Learning to do Research in Education: Designing and Running a Course for Teachers, Cândida Moreira763
Analysing Family Contexts-Importance on Teacher’s Education, Isabel P. Neves, Ana M. Morais781
Área-Escola – Contributions Pour la Comprehension d’un Nouveau Paradigme dans l’Éducation, Ana Paula Pedro793
Work Group 12
For Fame Fortune or Fervour: Teacher Educators as Valuing Models, Peter Ling, Marcia Devlin803
The Opinions About the Initial Teacher Education Programme, Cveta Razdevsek-Pucko815
The Secondary School Teachers’ Attitudes Toward Their Work, Florbela Trigo Santos827
Work Group 13
The Distinction Between Teaching About Peace and Teaching for PeaceBirgit Brock-Utne839
European Dimension in Initial Teacher Training: Geography and Values, Carmen Gonzalo, Maria Villanueva873
Teachers’ Perceptions of Parents’ Values, Cathie Holden883
Work Group 14
Identifying Personal Belief System and School Belief System as a Way to Reinforce Novice Teachers. A Theoretical Model, Anat Kainan893
Supervision in Teacher Training Supported by a Questionnaire, F. Rochette903
L’Apprentissage des Valeurs Intégré dans l’Éducation des Jeunes et dans la Formation des Adultes, Maria do Carmo Rocha917
Work Group 15
Teachers’ Perceptions of Young Children’s Language and the Language of Young Children in the Home, Lorraine Kay Hubbard927
Children’s Rights and Adult-Child-Interaction in Early Childhood Education, Asko Pekkarinen, Elaine Nicol937
Attitudes Towards Science and Mathematics Teaching and Learning in the Early Years, Ann Sawyer947
Work Group 16
The Intrinsic Value of Teacher-Students on Some Subjects of Their Curriculum, José A. Bueno Alvarez959
The Critical Professional – Analysing a Values Dimension in the Education of Secondary Teachers, Hannele Niemi, Bob Moon967
Work Group 17
Values in Distance-Learning Initial Teacher Education: A Case Study of Environmental and Technological Education, Frank R J Banks985
The Need for Support in Secondary Schools in the Netherlands in the Implementation of Environmental Education, Marinus Brijker, Rob de Jong, Mieke Swaan995
Origins and Accuracy of Early Environmental Subject Knowledge: Implications for Teacher Education, Joy A. Palmer1007
An Action Research Approach to Train In-Service Primary Teachers in Environmental Education, Vasiliki Papadimitriou1019
Reflections on an Environmental Education Staff Development Initiative for Teacher Educators, W.A.H. Scott, C.R. Oulton,
T. English, K.M. Bullock

Editora e data de publicação

Ano de publicação: 1996
Editora: DEFCUL & ATEE