Anna Döring, Emma Jones, Thomas P. Oeschger and Elena Makarova 2024. Giving voice to educators: Primary school teachers explain how they promote values to their pupils. European Journal of Psychology of Education. 39, pp. 3607-3631. https://doi.org/10.1007/s10212-024-00885-8
| Title | Giving voice to educators: Primary school teachers explain how they promote values to their pupils |
|---|---|
| Type | Journal article |
| Authors | Anna Döring, Emma Jones, Thomas P. Oeschger and Elena Makarova |
| Abstract | Values are the trans-situational goals guiding human attitudes and behavior (Schwartz, 1992). As early socialization agents, teachers have a responsibility to promote democratic values of citizenship to create an inclusive, fair, and sustainable society, necessary for individual and collective well-being (OECD, 2019). By facilitating social and cognitive development through social interactions, the school setting helps spark curiosity, leading to reflection and adaptation. Across the curriculum, teachers use strategies like imitation, modelling, priming, and discussion to help children make sense of the world (Makarova et al., 2024; Oeschger et al., 2022). Yet little empirical evidence exists to support how teachers achieve this. The present study gives voice to educators through the personal experiences of ten UK primary school teachers. Semi-structured interviews were conducted, lasting between 50 and 90 min. Data was analyzed in two stages: First, a deductive structuring content analysis identified how values of self-transcendence versus self-enhancement and openness to change versus conservation, as defined in Schwartz’s (1992) model, were reflected in the interview data. Second, an inductive thematic analysis yielded the following themes: mechanisms of value transmission; implicit vs explicit instruction of values; values that are most difficult to teach; value transmission through taught lessons; the role of collective worship and cultural days; opportunities for value transmission in the wider school environment; and the role that a school culture and ethos play in the transmission of values. This study supports the view that values are promoted through a variety of methods and across all areas of the school environment. |
| Journal | European Journal of Psychology of Education |
| Journal citation | 39, pp. 3607-3631 |
| ISSN | 1878-5174 |
| 0256-2928 | |
| Year | 2024 |
| Publisher | Springer Nature |
| Publisher's version | License CC BY 4.0 File Access Level Open (open metadata and files) |
| Digital Object Identifier (DOI) | https://doi.org/10.1007/s10212-024-00885-8 |
| Publication dates | |
| Published online | 10 Sep 2024 |
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Russo, C., Döring, A.K. and Barni, D. 2024. A web-based prosocial intervention can shape adolescents’ values: Findings from a mixed-methods study. European Journal of Psychology of Education. 39, pp. 3585-3606. https://doi.org/10.1007/s10212-023-00775-5
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Career Choice With the Serious Game Like2be
Keller, C., Makarova, E. and Döring, Anna K. 2023. Career Choice With the Serious Game Like2be. International Journal of Game-Based Learning. 13 (1), pp. 1-18. https://doi.org/10.4018/ijgbl.327788
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Development of Intra-Individual Value Structures in Middle-Childhood: A Multicultural and Longitudinal Investigation
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School adjustment of ethnic minority youth: A qualitative and quantitative research synthesis of family-related risk and resource factors
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Keller, C., Döring, A.K. and Makarova, E. 2022. Factors influencing the effectiveness of serious gaming in the field of vocational orientation. Education Sciences. 13 (1) 16. https://doi.org/10.3390/educsci13010016
A Latent Class Analysis of University Lecturers’ Switch to Online Teaching during the First COVID-19 Lockdown: The Role of Educational Technology, Self-Efficacy, and Institutional Support
Kaqinari, T., Makarova, E., Audran, J., Döring, A.K., Göbel, K. and Kern, D. 2022. A Latent Class Analysis of University Lecturers’ Switch to Online Teaching during the First COVID-19 Lockdown: The Role of Educational Technology, Self-Efficacy, and Institutional Support. Education Sciences. 12 (9) 607. https://doi.org/10.3390/educsci12090607
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Oeschger, T.P., Makarova, E. and Döring, A.K. 2022. Values in the school curriculum from teachers’ perspective: A mixed-methods study. International Journal of Education Research Open. 3 100190. https://doi.org/10.1016/j.ijedro.2022.100190
The switch to online teaching during the first COVID-19 lockdown: A comparative study at four European universities
Kaqinari, T., Makarova, E., Audran, J., Döring, A.K., Göbel, K. and Kern, D. 2021. The switch to online teaching during the first COVID-19 lockdown: A comparative study at four European universities. Journal of University Teaching & Learning Practice. 18 (5) 10.
Engagement in a virtual learning environment predicts academic achievement in research methods modules: A longitudinal study combining behavioral and self-reported data
Leino, R.K., Gardner, M.R., Cartwright, T. and Döring, A.K. 2021. Engagement in a virtual learning environment predicts academic achievement in research methods modules: A longitudinal study combining behavioral and self-reported data. Scholarship of Teaching and Learning in Psychology. 10 (2), p. 149–162. https://doi.org/10.1037/stl0000281
The potential of Serious Games to foster learning among children and adolescents with disabilities: A systematic review
Keller, C., Döring, A.K. and Makarova, E. 2021. The potential of Serious Games to foster learning among children and adolescents with disabilities: A systematic review. Digital Culture and Education. 13 (2), pp. 6-36.
Förderung der Exploration im Berufswahlprozess mit Serious Games am Beispiel von like2be
Keller, C., Makarova, E. and Döring, A.K. 2021. Förderung der Exploration im Berufswahlprozess mit Serious Games am Beispiel von like2be. in: Entwicklungen und Perspektiven in der Berufsorientierung - Stand und Herausforderungen Verlag Barbara Budrich.
Value Development in childhood and adolescence: Insights into an emerging field
Döring, A.K. 2019. Value Development in childhood and adolescence: Insights into an emerging field. PhD thesis University of Muenster, Germany
When do peers influence adolescent males’ risk-taking? Examining decision-making under conditions of risk and ambiguity
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How do our values guide us in life?
Döring, A.K. and Knafo-Noam, A. 2019. How do our values guide us in life? Frontiers for Young Minds. 7 115. https://doi.org/10.3389/frym.2019.00115
Measuring children’s values from around the world: Cross-cultural adaptations of the Picture-Based Value Survey for Children (PBVS-C)
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Values in Families with Young Children: Insights from Two Cultural Milieus in Germany
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Examining the consistency and coherence of values in young children using a new animated values instrument
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Special Section: Value development from middle childhood to early adulthood – New insights from longitudinal and genetically informed research
Döring, A.K., Daniel, E. and Knafo-Noam, A. 2016. Special Section: Value development from middle childhood to early adulthood – New insights from longitudinal and genetically informed research.
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Introduction to the Special Section Value Development from Middle Childhood to Early Adulthood: New Insights from Longitudinal and Genetically Informed Research
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Value change: Empirical evidence on predictable dynamics
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Structural validity of the Polish adaptation of the Picture-Based Value Survey for Children (PBVS-C)
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Assessment of children’s value structures and value preferences: Testing and expanding the limits
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Dynamic aspects of the values concept: Studying Schwartz’s theory in applied settings
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