Teachers’ and children’s personal epistemologies for moral education: Case studies in early years elementary education

While there is strong interest in teaching values in Australia and internationally there is little focus on young children’s moral values learning in the classroom. Research shows that personal epistemology influences teaching and learning in a range of education contexts, including moral education. This study examines relationships between personal epistemologies (children’s and teachers’), pedagogies, and school contexts for moral learning in two early years classrooms. Interviews with teachers and children and analysis of school policy revealed patterns of relationships between personal epistemologies and pedagogies within each school. A whole-school approach to understanding personal epistemologies and practice for moral values learning is suggested.

► Presents case studies of two early years classrooms in elementary schools in Australia.
► Examines school contexts and policy, teacher and child interviews relating to moral learning.
► Study revealed clear patterns of personal epistemologies and pedagogies within each school.
► Indicates personal epistemology, pedagogies and context are interrelated.
► Further research required to investigate this relationship.