Abstract

This article explores how student teachers use moral imagination when writing about an ethical dilemma. Moral imagination refers to the ability to consider a situation from a distance and to understand different perspectives through imagination. An ethical dilemma was presented in the form of a framing story, which the participating Austrian and Finnish student teachers continued writing as they chose. Through positioning and narrative analyses, we uncovered how the students’ moral imagination on the ethical dilemma centred on one or more of the following foci: (1) the pupil, (2) themselves as teachers or (3) other actors. This moral imagination manifested through different storylines. The implications of these results and the relevance of the method for teacher education are discussed.