Iosr journal of Research & Method in Education (iosr-jrme) e-issn: 2320

 
II.
 
Linking Value-based education to teachers and teacher training 
In the 21
st
century, it is vital to recognize that Value-Based education integrated into the school 
curriculum promotes quality education and positive school environment. Initiatives in schools around the world 
have stressed upon an all around development of the students by implementing Value-Based Education 
programs. Yet it is a greatest challenge in education to teach how to imbibe values as it is different from 
imparting knowledge of mathematics or science.
Teachers help student perceive information and transform it to knowledge and to wisdom. At the same 
time, they help adolescent to develop love of knowledge and try to transform into a good citizen. More than 
ever, now our young people need to have compassion, adaptability, moral courage, patience, and increased 
tolerance. Cavazos (2002) noted that teaching values in our schools is a vital part of preparing children for the 
inevitable challenge and occasional pain of real-life decision making. In the article the writer believes that 
teaching values can enhance education. Values can be positive or negative, depending on circumstances, and 
this author adds that a values-based education is an education in thinking, in weighing and making choices, in 
exploring consequences, and in working through problems to find which approaches are helpful in reaching 
positive, healthy solutions. In an attempt to balance academic achievement and character education, schools and 
teachers must respect the primary role of the parents and family (Cavazos, 2002). Value-based programs help 
schools and teachers go hand in hand with the parents by working with them and incorporating values to provide 
the best educational environment possible for their children.

---

Value-Based Education: Professional Development vital towards effective integration
www.iosrjournals.org 18 | Page
Today‟s world is aware of the importance and relevance of value based education. It is sad to note that 
the teachers today often are "unmindful" of the tremendous responsibility they have but feel contented with 
covering the curriculum and producing intellectuals rather than humans. 
Lickona (1993) noted that “Character 
education is far more complex than teaching math or reading; it requires personal growth as well as skills 
development. Yet teachers typically receive almost no pre-service or in-service training in the moral aspects of 
their craft. Many teachers do not feel comfortable or competent in the values domain. (p. 11)” 
The teachers are 
trained and qualified to teach disciplines such as mathematics but are rarely trained to teach values which is 
usually a very challenging thing to do. This may also be because value education does not form a separate 
subject of study or examination at any stage of the curriculum. Irrespective of why many training workshops are 
not available for the educators to imbibe values education, there is a strong need for training teachers in the 
topic for better outcome. 
The question that arises is „Are teachers trained to implement such curriculum?‟ So, 
the question of how well the teachers know to impart such knowledge or be effective in promoting effective 
learning in values education needs to be answered.