Using assessment tasks to develop a greater sense of values literacy in pre-service teachers

Abstract

Although much emphasis is given to teaching values in schools, there appears to be less evidence that teacher education courses are explicitly preparing pre-service teachersfor this responsibility. In this study, the Values for Australian Schools were integratedinto two assessment tasks in the second year of a Bachelor of Education (Primary) Degree.Pre-service teachers interacted with the concept of values literacy through reflectivereadings and planning a unit of work. Results of the pre- and post-surveys and assessment tasks indicated that the pre-service teachers became more values-literate through engaging in the assessment tasks. Results also revealed a shift in their perceptions of the role that teachers play in developing the values literacy of students.