• Manuel Joaquín Fernández González University of Latvia (LV)
  • Tamara Pigozne University of Latvia (LV)
  • María Verdeja Muñiz University of Oviedo (ES)
  • Egle Säre University of Tartu (EE)
  • Svetlana Surikova University of Latvia (LV)



character education, instructional design, learning outcomes, teacher training


There is a need of innovative teacher training programmes for character education. This paper addresses three research questions: What are the challenges that a teacher training programme for character education should address? What are the learning outcomes that the programme should achieve? How should the programme be structured for supporting the achievement of those learning outcomes? Two regional authorities, three schools, three universities and a centre of teacher training from Latvia, Estonia and Spain created a strategic partnership for answering these research questions, using design-based implementation research. The results include six domains of learning outcomes and a programme structure adaptable to different educational context.



Download data is not yet available.


Arete Catalyst. (2018). A needs analysis report: Mapping of teachers’ practices and expectations in the field of pupils’ intrapersonal competencies and character education in Latvia, Estonia and Spain (Intellectual output No 1). Retrieved from

Arete Catalyst. (2019). “Arete catalyst”: Teacher training program for enhancing pupils’ flourishment at school (Intellectual output No 2). Retrieved from

Arthur, J., Davison, J., & Lewis, M. (2005). Professional values and practice: Achieving the standards for QTS. Oxon: Routledge Falmer.

Arthur, J., Fullard, M., Watts, P., & Moller, F. (2018). Character perspectives of student teachers. Birmingham: University of Birmingham, Jubilee Centre for Character and Virtues. Retrieved from

Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher education, 32(3), 347-364.

Campbell, E. (2008). Review of the literature: The ethics of teaching as a moral profession. Curriculum Enquiry, 38(4), 357-385.

Carr, D. (2007). Character in teaching. British Journal of Educational Studies, 55(4), 369-389.

Chell, E. & Athayde, R. (2011). Planning for uncertainty: soft skills, hard skills and innovation. Reflective Practice, 12(5), 615-628.

Daniela, L., Nīmante, D., & Kraģe, G. (2014). Development of support system for decreasing social exclusion. In Daniela, Lūka, Rutka, & Žogla (Eds.), Teacher of the 21st Century: Quality Education for Quality Teaching (pp. 1-13). Newcastle upon Tyne, Cambridge Scholar Publishing.

Education Law. (1998). Retrieved from

Dreikurs, R. M., Grunwald, B. B., & Pepper, F. C. (1998). Managing sanity in the classroom. Philadelphia: Accelerated Development.

Dreikurs, R., Cassel, P., & Ferguson, E.D. (2004). Discipline without tears: How to reduce conflict and establish cooperation in the classroom. Toronto: Wiley.

Fernández González, M.J. (2018). Research-based reflections about character education: myths, challenges and international perspectives. Society. Integration. Education. Proceedings of the international scientific conference. Rezekne (Latvia) May 25-26, 2018 Volume II (pp. 126-136). Latvia: RTA izdevniecība.

Fernández González M.J. (2019). Skolēnu morālā audzināšana Latvijas skolās: vecāku, skolotāju, topošo skolotāju un skolu un izglītības pārvalžu vadītāju viedokļi. Populārzinātniskais pētījuma ziņojums [Moral Education of Pupils in Latvian Schools: The Views of Parents, Teachers, Future Teachers, Heads of Schools and Education Boards. Popular Science Research Report]. Rīga: LU PPMF Pedagoģijas zinātniskais institūts. Retrieved from

Fishman, B.J., Penuel, W.R., Allen, A.R., Cheng, B.H., & Sabelli, N.O.R.A. (2013). Design-based implementation research: An emerging model for transforming the relationship of research and practice. National Society for the Study of Education, 112(2), 136-156.

Hamza, M. (2012). Developing training material guide. Swedish Civil Contingencies Agency (MSB).

Kelly, A.E., Lesh, R.A., & Baek, J.Y. (Eds.). (2014). Handbook of design research methods in education: Innovations in science, technology, engineering, and mathematics learning and teaching. Routledge.

Knowles, M., Holton, E., & Swanson, R. (2005). The adult learner: The definitive classic in adult education and human resource development. Burlington, MA: Elsevier

Linnenbrink-Garcia, L., Patall, E.A., & Pekrun, R. (2016). Adaptive motivation and emotion in education: Research and principles for instructional design. Policy Insights from the Behavioral and Brain Sciences, 3(2), 228-236.

McKenney, S. & Reeves, T.C. (2018). Conducting educational design research. Routledge.

Ogden, T., & Sørlie, M.A. (2009). Implementing and evaluating empirically based family and school programmes for children with conduct problems in Norway. International Journal of Emotional Education, 1(1), 96-107.

Osguthorpe, R.D. (2013). Attending to ethical and moral dispositions in teacher education. Issues in Teacher Education, 22(1), 17-28.

Romiszowski, A.J. (2016). Designing instructional systems: Decision making in course planning and curriculum design. Routledge.

Rosenberg, G.R. (2018). Moral agency as teaching morally and teaching morality. In Harrison & Walker (Eds.), The Theory and Practice of Virtue Education (pp. 112-125). Oxon: Routledge.

Sanger, M.N. (2012). The schizophrenia of contemporary education and the moral work of teaching. Curriculum Inquiry, 42(2), 285-307.

Säre, E., Luik, P., & Tulviste, T. (2016). Improving pre-schoolers’ reasoning skills using the philosophy for children programme. TRAMES, 20(3), 273-295.Retrieved from

Säre, E. (2018). Developing the reasoning skills of pre-schoolers through philosophy for children. University of Tartu. Retrieved from

Schihalejev, O. (2014). Religious education at schools in Estonia. Religious education at schools in Europe, 10, 75-104.

Sharp, A.M., Reed, R.F., & Lipman, M. (2010). Studies in philosophy for children: Harry Stottlemeier's discovery. Temple University Press.

Surikova S. & Pigozne T. (2018). Transversal competences and character education in Latvia: A needs analysis report. Retrieved from

The Jubilee Centre for Character and Virtues (2015). Statement on teacher education and character education. Birmingham: University of Birmingham, Jubilee Centre for Character and Virtues. Retrieved from

The Jubilee Centre for Character and Virtues. (2017). A framework for character education in schools. Birmingham: University of Birmingham. Retrieved from

Van Merriënboer, J.J. & Kirschner, P.A. (2017). Ten steps to complex learning: A systematic approach to four-component instructional design. Routledge.




How to Cite

Fernández González, M. J., Pigozne, T., Verdeja Muñiz, M., Säre, E., & Surikova, S. (2020). DESIGNING A TEACHER TRAINING PROGRAMME FOR CHARACTER EDUCATION: AN INTERNATIONAL PARTNERSHIP. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 5, 72-88.