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TRAMES cover
TRAMES. A Journal of the Humanities and Social Sciences
ISSN 1736-7514 (Electronic)
ISSN 1406-0922 (Print)
Impact Factor (2021): 0.467
PDF | doi: 10.3176/tr.2015.2.06

Margit Sutrop

The vocation of a teacher entails a multitude of high expectations. In addition to skills specific to the taught subject area and didactic methods, a teacher’s professionalism includes being a values educator. It is in the power of teachers to spur students to become conscious of their values and give them skills to reflect on them. In order to urge students to reflect on and discuss their values, the teacher must first acquire the same skills. The main aim of this article is to show that values permeate every aspect of education and that value-free education is impossible. I shall first argue that in teacher education more emphasis should be placed on preparing teachers for their role as values educators. Secondly I shall show how a practical tool – the Teachers’ Values Game – based on group discussions of moral dilemmas inherent in practical examples collected from real life can help teachers to recognize what their values are, to acquire skills of moral deliberation, to learn to argue and reach consensus.


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