The impact on teacher practice when character education is integrated into curriculum

This case study examined the impact of character education curriculum integration on teacher practice. Sixth grade teachers in a large, suburban middle school collaborated to create and implement character education within existing academic subject areas. The study examined how they perceived their practice as a result of the use of the new curriculum. The teachers also reflected on their beliefs around teacher-student relationships. The role of professional development for positive benefit to teacher practice was also explored.; This qualitative case study was conducted by the middle school's vice principal who also served as the researcher-observer. Data collection instruments included a pre-program questionnaire, monthly teacher reflection journals based on guiding prompts, field notes, and concluding interviews.; The teachers were initially hesitant to add more topics to their constrained school year schedules already filled with enormous content coverage requirements and vigorous pacing guides. However, after accommodating teaching schedules with school day time to plan and reflect, both individually and collectively, the teachers recognized the benefit of character education themes for student development. The teachers also appreciated the pre-packaged character education activities provided to them. A high level of collaboration was established and the teachers reported in consensus the overall benefits of the new character education curriculum.; Implications for practice include implementing specific structures for teachers to have more collaborative planning and assessment time as well as fostering a school culture where values-based decision-making is encouraged among all adult learners and their students.; Limitations to the study included the researcher's dual role as a building administrator and observer-researcher. Also, the small sample size of ten teacher participants and the relatively short time of the study (less than one year) were acknowledged limitations.; Recommendations for future study include researching the impact on teacher practice when character education curriculum is integrated over a threeyear middle school continuum. Another future research study might examine how more flexible time structures for teachers would impact on teacher practice.