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1.

This article discusses ethical dilemmas in early childhood education as identified by kindergarten and elementary school teachers (N = 26). Ethical dilemmas are investigated in the theoretical framework of moral relevance and moral conflict (Wallace 1988). Professional ethics challenges teachers to collaborate with colleagues and parents. The empirical findings present conflicts between teachers and parents, collegial conflicts between teachers, and cultural conflicts in the community. The method used in the study is a relational reading of teachers' narratives. Interpretative accounts are created to give room to different voices in teachers' written reports. The analysis of the data reveals that the ethical dilemmas in early childhood education are relational and deal with competing interpretations of "the best interest of the child". Relevance and conflict problems arise when people have to co-ordinate their actions with others. Most of the time, discussions have not produced the desired results. Ethical conflicts in teaching invite teachers to consider the moral relevance of each dilemma by taking the perspective of each party involved.  相似文献   

2.

This paper discusses ethical dilemmas in early childhood education as identified by kindergarten and elementary school teachers ( n = 26). Ethical dilemmas are investigated in the theoretical framework of virtue epistemology. The moral stances of care and responsibility are identified as basic elements in teachers' professional morality. The empirical findings present conflicts between teachers and parents, collegial conflicts between teachers, and inter-institutional conflicts in the community. The method used in the study is a relational reading of teachers' narratives. Interpretative accounts are created to give room for both care and responsibility voices in teachers' written reports. The analysis of the data reveals that the ethical dilemmas in early childhood education are very relational and deal with competing interpretations of 'the best interest of the child'. Teachers have taken the moral stance of care by identifying the ethical conflict. However, the responsible professional action has been more difficult for them to accomplish. Most of the time, discussions have not produced the desired results. Ethical conflicts in teaching invite teachers to consider the moral relevance of each dilemma by taking the perspectives of the involved parties.  相似文献   

3.
Abstract

This paper describes a study which examined the relationship between Just Community participation and teachers’ moral judgement. At the pre‐test stage, the teachers attributed resolution for their dilemmas to an assistant principal or administrator. Analysis of the teachers’ moral development after participation in the Just Community shows that the treatment group changed but that the comparison group did not. The study suggests that a teacher may make judgements of responsibility for moral action when s/he has experienced moral growth through participation in an on‐the‐job moral education programme which requires the discussion and resolution of real‐life on‐line moral dilemmas to fulfil the responsibilities of the perceived job role.  相似文献   

4.
Assisting student teachers to understand the ethical nature of their work and developing the moral vocabulary to deal with ethical dilemmas of practice are vital components of initial teacher education. The study explores ethical dilemmas experienced by 100 student teachers in their final year of their teaching degrees while on practicum. The data examined were written reflective statements of each of the 100 students’ ethical dilemmas. The study found that, while some types of ethical dilemmas seem universal, a more situated theory of initial teacher education ethics is required to understand the particular sociocultural factors that inform the nature of teacher practice in context-specific environments. Our study highlights the need for preservice teacher education focusing on student teachers finding their own authentic ethical voice, through the examination of ethical dilemmas via critical thinking and the wider examination of the political, historical and social contexts that led to the dilemma. The dilemmas faced by the students were likely to be, in part, identifiable with fellow student teachers in other countries, but we argue that dilemmas are strongly contextualised. Our study is useful for educators working with student teachers in the practicum environment to instil confidence in student teachers to follow their own moral compass.  相似文献   

5.

This study investigated teachers' views of forgiveness and institutional pardon for conflict resolution at schools. We asked, "Should teachers endorse student resolution of interpersonal conflicts at school by asking for forgiveness and forgiving?" "Considering that students' conflict led to behaviours that violated norms in the school, should schools pardon students' misconduct if students effectively used forgiveness for interpersonal conflict resolution?" Finally, "Is an internal and autonomous orientation for forgiveness related to social harmony or interpersonal ethics of care?" Fifty-three participants answered a background information questionnaire and two dilemmas. Findings showed that teachers endorse forgiveness as social expectation, a humanitarian, moral response to conflicts at conventional levels. Teachers do not endorse institutional pardon because they do not perceive forgiveness as being related to resolving social issues. Opposition to forgiveness and pardon was supported by authoritarian, discipli narian views of education.  相似文献   

6.
Abstract

Background: International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy-making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England.

Main argument: This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy-makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teacher education model does not fit within the teacher training viewpoint of England. The borrowed policies, thus, were decontextualised from the wider values and underpinnings of Finnish education. This piecemeal, ‘pick “n” mix’ approach to education policy reform ignores the fact that educational policies and ‘practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices’. Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy-makers in the reforms.

Sources of evidence: Two teacher preparation reforms in England, the University Training Schools (outlined in the UK Government’s 2010 Schools White Paper, The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate ‘ecosystems’. Evidence of educational policy borrowing in other settings is also considered.

Conclusions: Both the MTL and the White Paper reforms overlook the ‘ecosystem’ surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for ‘quick fix’ options instead of utilising academic evidence for investigation on education and education reform.  相似文献   

7.
Evidence suggests that in the professional education of teachers the moral goals are currently a neglected topic in favor of the subject matter and knowledge. The constructivist instructional approach VaKE (Values and Knowledge Education) addresses this problem by combining the moral and epistemic goals through the discussion of moral dilemmas. The main research question of this practice-based study was whether teacher educators can improve their instructional practice by using VaKE. We describe an empirical study of a teacher educator who used VaKE in order to (i) facilitate pre-service teachers to solve moral conflicts which they are faced with in their workplace learning and to (ii) increase the moral climate in his course. 58 pre-service teachers who formed two classes participated in the study. The study consisted of three research phases: In the first research phase the types of the pre-service teachers’ moral conflicts were examined. In the second research phase the most frequent types of moral conflicts were used as a basis for an explorative quasi-experimental pre-posttest study. This study investigated the effects of VaKE compared to a traditional case-analysis approach with regard to the pre-service teachers’ application of discourse-oriented actions for conflict resolution. In the third phase, a case study method was used comprising a random sample of seven pre-service teachers chosen from each class to investigate the perceived learning climate during the intervention. The results indicate that VaKE provides the possibility to combine the moral and epistemic goals of the professional education of teachers.  相似文献   

8.
Teacher and librarian collaboration has relatively low priority in schools and in educational research. This is a paradox, as teachers and librarians share a common social and educational mandate of literacy education. The purpose of this article is to examine this paradox through exploring systemic contradictions in teacher and librarian collaboration within literacy education. Our data consist of discursive interaction between project leaders in an educational intervention project in Norway. The aim of the intervention is to develop teacher and librarian collaboration in two primary schools. Our analytical starting point is a critical conflict that occurred in one of the project leader meetings. The conflict arises from differing discourses of literacy education held by the local education authority and by the intervention project. We analyze how the project leaders respond to the conflict, how the conflict triggers new tensions and dilemmas within the project leader group and how the conflict creates obstacles to sustaining teacher and librarian collaboration in the project schools. We argue that sustainable change can be achieved by tracing conflicts, dilemmas and tensions to systemic contradictions within and between activity systems.  相似文献   

9.
ABSTRACT

If teaching physical education is a moral activity, it follows that there is a moral component to the preparation of teachers of physical education and thus a moral component to the preparation of teacher educators. In this article, I examine the major policies, agendas, and practices that influence doctoral preparation in physical education teacher education. I argue from both a utilitarian and realist perspective that we can best serve children and youth in schools by being knowledgeable of the contexts and effects of these policies, agendas, and practices in educating future professors of physical education teacher education.  相似文献   

10.
This paper considers the role of the teacher in relation to moral education in Catholic schools in Australia and Ireland. Literature pertaining to faith-based schooling, the moral role of the teacher and moral education across the curriculum in both countries is outlined. The paper draws on a small-scale study involving a survey with 154 respondents and individual interviews with nine teachers. Some interesting country differences emerged that are indicative of cultural settings. These include pedagogical practices, the nature of teacher–student relationships and levels of awareness of schools' founding charisms. Some implications for moral education in faith-based schools are identified.  相似文献   

11.
《Africa Education Review》2013,10(1-2):148-159
Abstract

This article discusses data from a case study involving Grade 8–12 teachers in 14 classrooms. In all the schools that were identified, one teacher from each of the schools was identified for interviewing. After the interview the teacher was used as an ‘informant’ to identify other teachers who could provide additional information on the issue of classroom discipline in public high schools. Teachers are uncertain about how to relate to the learners and still maintain discipline in the classrooms. Reasons for the persistence of poor teacher–learner relationship include lack of knowledge regarding the effective use of alternatives to corporal punishment and the use of power to establish teacher authority. The results of the study showed that teachers, who are successful in managing misbehaviour in the classrooms, maintain good relations with the learners, encourage self-discipline and dignity, and involve the parents, learner peers as well as other teachers in the learning process. Involving all people who are close to the learner is essential in encouraging the learner to accept the teacher's authority and establish the required interpersonal classroom relationships.  相似文献   

12.
Abstract

Results from a survey of teachers’ understanding and implementation of moral education in primary schools in Trinidad and Tobago are presented here, against consideration of the role of moral education in schooling. The paper discusses the range of moral curricula available for the implementation of moral education in schools and constraints on implementation in the classroom. It also compares the need for and applicability of moral education programmes in developing and developed countries. In Trinidad and Tobago, noted for its population and religious mix, the role of moral education has been given importance from the highest levels at the Ministry of Education and elsewhere in government. The survey of a representative sample of teachers in primary schools throughout the country showed that they largely felt themselves responsible for introducing moral education to their pupils, although they rarely drew upon any specific curriculum. They tended to take a ‘virtues’ approach in their teaching of moral education, and were generally satisfied with the results of their efforts. There were few differences between understanding and implementation of moral education that could be attributed to age, sex, experience or responsibilities of the teacher, or the age of the pupils. These results are not just characteristic of a developing country as they mirror earlier findings in England and elsewhere.

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13.
ABSTRACT

This paper is intended as a contribution towards understanding recent developments in government policy for teacher education by providing an account of the dilemmas and issues the authors are encountering in the course of developing practice in three key areas in the education of teaching. These are: the implementation of school‐based forms of initial teacher education in partnership with schools; the development of higher education involvement in and responsibility for teachers’ professional development in their first year of teaching; the development of profiles of competence by which to evaluate and assess the progress of beginning teachers. Opportunities for the creation of coherent, principled progression in the early years of teaching are identified, as are sources of confusion and tension in current policy changes.  相似文献   

14.
困境与出路:当代教师的道德使命   总被引：3，自引：0，他引：3  
从现实处境来看,新课程改革在教育目标、教学方式、以及评价方法等方面所做的调整与重构,如果没有教师道德使命的自觉担当与充分践履,将难收其效。然而,社会氛围的功利化倾向、教育制度的不合理安排、教师教育的去道德化、以及教师自身的条件性依赖假设,却为当代教师的道德使命担当设置了重重困境。为了从这些困境中突围,我们一要坚定教师改变大环境的信心;二要做好教育制度的不断调整;三要增加教师教育中的道德因子;四要鼓励教师成为积极的道德行动者。  相似文献   

15.
Abstract

The perplexity that characterizes moral education was the motive for undertaking this study. A field selection of terminal and instrumental values served as its frame of reference. Two questions were posed by the investigators: Is there any difference in the degree of importance which parents, teachers and pupils attach to these values? Do different schools rate these values differently? A sample consisting of 531 pupils, 251 parents and 38 teachers, randomly selected from five Israeli high schools, were asked to rate the degree of importance they attach to each value and the degree to which they think each value is cultivated in school. All subjects rated instrumental values higher than terminal values. A striking consensus between parents, teachers and pupils was disclosed. Between school variance was significant for both terminal and instrumental values. The study of approaches to values found in schools may contribute to curriculum development and planning of teacher education programmes.  相似文献   

16.
Positive teacher attitudes are considered an important prerequisite for the successful inclusion of students with special educational needs in the mainstream classrooms. This study surveyed teacher opinions about inclusion in Finland (N?=?298) and Brandenburg, Germany (N?=?163), two educational systems in which the number of students transferred to segregated special education is exceptionally high in international comparison. For the measurement of attitudes, a 10-item scale, teachers’ attitudes towards inclusive education, was used. The results showed that Finnish teachers were more positive towards inclusion than Brandenburg teachers (d?=?0.46). The Brandenburg teachers were especially worried about the extra work caused by inclusion. This concern was possibly related to the different structures of educational organisation. Additional support services were more easily available for the Finnish teachers than for their Brandenburg colleagues. It is argued that teachers’ concerns should be addressed to promote inclusion in schools.  相似文献   

17.
Abstract

Cooperation between home and school benefits pupils’ wellbeing in many ways. Hence, it is of utmost importance that teachers are able to cooperate with families in early childhood education as well as in primary and secondary education. In order to work effectively with the diversity of families, teachers need to develop their skills and knowledge while in teacher education programmes. Earlier research has suggested that teacher education programmes do not address this issue adequately. In this article, programme managers in Finnish teacher education programmes are asked to reflect on how cooperation is covered in their programmes. Based on the data, collected through an online survey, home–school cooperation can be considered an integral part of teacher training: most of the programmes surveyed offered modules that concentrated either solely on the issue or as part of other modules. Cooperation was also discussed from various perspectives during the modules. Respondents considered their graduates to be either competent or somewhat competent to cooperate with families. According to programme managers, modules should be developed in relation to strengthening the theoretical basis of cooperation, and especially in enabling pre-service teachers to practise their skills in cooperation while they are having their practical training at schools.  相似文献   

18.
Abstract

This paper attempts to illuminate some of the complexities involved in the work of educating teachers from the perspectives of those who have a great deal of experience and expertise in this task; teacher educators. From what they say it seems that the job of preparing teachers is not an easy or straightforward matter; it is open to contestation and is constructed through the interweaving of specific dilemmas which are only ever partially resolved. This conceptualisation provides a richer and more powerful frame through which to analyse and construct the job of teacher education; any attempts which displace this complexity may just simply distort and disguise the nature of the task at hand.  相似文献   

19.
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20.
Abstract

In 1992, I conducted a study in two schools, the Scarsdale High Alternative School (SAS) in New York, a Kohlbergian Just Community Program for 16 years, headed by Tony Arenella; and Public School No. 825, a kindergarten to senior high school on the outskirts of Moscow, Russia, an experimental school in Developmental Education following the ideas of Lev Vygotsky, headed by Vladimir Karakovsky. This article presents a narrative comparison of the philosophies and practices of the secondary teachers in each school. The teachers’ philosophies seemed to be like Janus, facing in two directions‐‐outward toward the school culture, reflecting each school's shared norms and values, and inward, expressing each person's own values and ways of thinking. It was the influence of each school's culture that created the most striking philosophical differences. Teachers from Russia and the US held only one value in common: community. Other particular norms and values differed almost completely and seem to reflect the larger cultures of the US and Russia: affection and harmony rooted in love of Motherland for the Russians, and for the Americans, a sense of self and responsibility expressing the value of individualism. The paper first focuses on how teachers in each school conceived of the morality of teaching and of the moral authority of teachers. The focus then moves to a discussion of both the common and unique norms and values the teachers desired to transmit to their students, the practices they use and the moral conflicts they face. The article concludes with remarks about what we can learn from these schools for moral education.  相似文献   

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