Modeling as Moral Education: Documenting, Analyzing, and Addressing a Central Belief of Preservice Teachers

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This study reports belief survey data from 92 preservice teachers responding to questions about the moral work of teaching. Those data reveal that participants commonly express the belief that modeling is a primary means by which moral education occurs. The survey responses are analyzed to show a number of themes regarding the nature of preservice teachers' beliefs about how modeling works. Recommendations for teacher education practice to prepare preservice teachers for the moral work of teaching, by addressing their beliefs about such work, are discussed, along with ongoing research needs to support effective and responsible teacher education practices.