Moral reasoning of in-service and pre-service teachers: a review of the research

Although concerns about the moral domain of teaching have been expressed for more than 30 years, empirical studies investigating moral reasoning of in-service and pre-service teachers are sparse. Even fewer studies have investigated the effectiveness of educational interventions to advance moral reasoning in these populations. The purpose of this paper is to review the research on moral reasoning of and moral interventions with in-service and pre-service teachers and to suggest implications for teacher education programs. Results of the review indicate that moral reasoning levels of in-service and pre-service teachers are relatively low but can be increased through proper intervention.