Exploring Character Education in High Schools: An Investigation of Teacher Characteristics, Pedagogical Strategies and Barriers of Implementation

This case study examines three high school teachers in the Greater Toronto Area who are committed to incorporating Character Education in their teaching practices. The aim of the study is to explore how Character Education can be incorporated into the learned curriculum, using Finding Common Ground: Character Education in Ontario Schools, K-12 (Ontario Ministry of Education, 2008b) as a conceptual lens. This study, through analysis of participant interviews, highlights similarities and consistencies that emerged in the Character Education initiatives relating to its development, characteristics of educators, program features, student benefits and barriers of implementation. Some key findings relate to Character Education program features and include complete integration with curriculum, exploration of multiple perspectives, student autonomy, reflection, and student action. The findings are discussed in light of the aims identified by the Ontario Character Education policy document namely: learning and academic achievement, community partnership and citizenship development and reflection and self-awareness