Bibliographic citations
Durand, Y., (2023). La discusión grupal de dilemas morales para el fortalecimiento del juicio moral de estudiantes en formación profesional de la EESPP La Salle y docentes en ejercicio de la EBR de la UGEL Urubamba, Cusco – 2022 [Universidad Andina del Cusco]. https://hdl.handle.net/20.500.12557/6293
Durand, Y., La discusión grupal de dilemas morales para el fortalecimiento del juicio moral de estudiantes en formación profesional de la EESPP La Salle y docentes en ejercicio de la EBR de la UGEL Urubamba, Cusco – 2022 []. PE: Universidad Andina del Cusco; 2023. https://hdl.handle.net/20.500.12557/6293
@phdthesis{renati/17661,
title = "La discusión grupal de dilemas morales para el fortalecimiento del juicio moral de estudiantes en formación profesional de la EESPP La Salle y docentes en ejercicio de la EBR de la UGEL Urubamba, Cusco – 2022",
author = "Durand Flores, Yuri Robinson",
publisher = "Universidad Andina del Cusco",
year = "2023"
}
This study examines the results of the implementation of the workshops of group discussions of moral dilemmas as situations that present certain moral conflicts that were chosen based on the level of moral development of the cognitive-evolutionary approach of (Kohlberg, 1979). and its three levels of moral judgment. This paper responds to the objective of explaining to what extent the group discussion of moral dilemmas strengthens moral judgment. Opting for the quantitative, applied method, with a quasi-experimental design; with pre and post test in two non-equivalent groups, in the experimental group the group discussion workshops referring to the six moral dilemmas were applied (questionnaire - DIT – Defining Issues Test by James Rest) subsequently the exit or post test was applied test. The study sample was considered to be students of the study program of the pedagogical area of the EESPP “La Salle” and also teachers in professional practice of the EBR of the UGEL of Urubamba, with a non-probabilistic sampling for convenience. It is concluded that, in the experimental group of students in vocational training, there is an increase of 19.2%. On the other hand, in the experimental group of practicing teachers, the increase of 21.4% is also evident. In this sense, the results indicate that the moral dilemma workshops do increase the values of moral judgment, especially at the post-conventional level in the research study samples.
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