ABSTRACT

Although the area of parental involvement in education is well researched, much less is known about how parents and teachers might work together to cultivate desirable character virtues in their children/pupils. This article considers three potential barriers to parents/teachers forming such partnerships: i) differing views on the importance of character compared to academic attainment; ii) their prioritisation of moral, performance, civic and intellectual virtues; and iii) their prioritisation of different moral theories in ethical decision making. The article describes the findings from a quantitative study conducted with 376 parents and 137 teachers. The study found that both parents and teachers prioritise character over academic attainment but perceive the opposite to be true of their counterpart. Further, both parents and teachers rank moral virtues, such as honesty, as the most important, followed by performance virtues, such as resilience. The findings are significant as they illuminate a possible gap between parents and teachers in England, which, if addressed, will ensure children and young people are more likely to develop character qualities that contribute to individual and societal flourishing. Given that several countries are (re)introducing character education into the curriculum, the results of the study also have international significance.

摘要

尽管对父母参与教育的领域进行了很好的研究，但对于父母和老师如何共同努力培养孩子/学生的理想品格美德却知之甚少。本文考虑了形成这种伙伴关系的家长/教师的三个潜在障碍：i）与学业成就相比，对品格重要性的不同看法；ii) 他们对道德、表现、公民和智力美德的优先考虑；iii) 他们在伦理决策中对不同道德理论的优先排序。这篇文章描述了一项对 376 名家长和 137 名教师进行的定量研究的结果。研究发现，父母和老师都将品格置于学业之上，但他们认为对方的情况恰恰相反。更远，父母和老师都将诚实等道德美德列为最重要的美德，其次是坚韧等表现美德。这些发现意义重大，因为它们阐明了英格兰父母和教师之间可能存在的差距，如果解决这一差距，将确保儿童和青少年更有可能发展有助于个人和社会繁荣的品格品质。鉴于一些国家正在（重新）将品格教育引入课程，研究结果也具有国际意义。将确保儿童和青少年更有可能发展有助于个人和社会繁荣的品格品质。鉴于一些国家正在（重新）将品格教育引入课程，研究结果也具有国际意义。将确保儿童和青少年更有可能发展有助于个人和社会繁荣的品格品质。鉴于一些国家正在（重新）将品格教育引入课程，研究结果也具有国际意义。