Effects of two strategies to teach moral competence in regular courses of teacher education were hypothesized. Results showed a significant increase in moral competence after the application of a variant of the Konstanz Method of Dilemma Discussion, but not when this method was combined with empathy training. Full information about the theoretical framework, hypotheses, method, results and discussion is currently under review.
Steps to reproduce
A pretest-posttest control group quasi-experimental design was adopted. 161 undergraduate teacher students, distributed in three groups, participated in the study. The Moral Competence Test was used to collect data on moral competence. Full information about the research method is currently under review.