Teaching the general capability of ethical understanding in the Australian Curriculum: classroom teachers’perspectives

© 2018 Dr Julie MitchellThis thesis investigates the views and experiences of teachers in three secondary schools implementing the Australian Curriculum’s capability Ethical understanding. These were examined through reflective interviews and writing both before and after teaching a curriculum unit they designed integrating ethical perspectives in Mathematics, Science, English and History. The study shows that teachers become curriculum ‘makers’ in the gap between policy and practice, and that the presence of an ‘ethical’ lens is positively disruptive and enhances learning for teachers and students