Novice teachers reflexively explicate their internal moral dialogues linked with their practical experiences in Dutch primary schools

Abstract This article discusses the personal stories of Dutch novice teachers, explicating their internal moral dialogues about their daily work in primary schools. Aside from their didactical work, novices must address sociocultural frictions in school, which seems too little or not developed in teachers' initial education. Using an interview protocol at the Dialogical Self Theory and ethics intersection, novice teachers are challenged to discuss moral involvement with their work. The study reports findings regarding the moral themes that novices discussed when asked about coping with the des... Mehr ...