Search results for: Shapira-Lishchinsky Orly
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The main objective of this study was to identify emergent learning aspects of team-based simulations (TBS) among teacher trainees through transcribed videotaped simulations of critical ethical incidents. Findings point to a four-dimensional model of ‘Learning ethical conduct through TBS.’ First, TBS enables trainees to learn to make decisions within a “supportive-forgiving” environment. Second, the use of TBS may increase trainees’ awareness of their responsibility to learn how to develop standards of care for their students. Third, TBS helps teacher trainees to learn how to reduce colleagues’ misconduct. Fourth, TBS helps trainees develop an integrative approach as they have to consider different perspectives simultaneously.
Updated: Apr. 12, 2015
The purpose of this study is to investigate ethical dilemmas in critical incidents and the emerged responses that these incidents elicit. The critical incidents revealed a multifaceted model of ethical dilemmas, among them clashing with rules, standards, or norms in school. Furthermore, the findings also revealed a multitude of derived responses.
Updated: Dec. 29, 2011
This study attempted to gain a better understanding of teachers' perceptions about their ethical dilemmas and roles. Qualitative data were collected by interviewing 32 teachers in seven schools. Results indicate a large number of dilemmas that can be sorted into five main categories. These include tensions between caring and adhering to formal codes; fair process and fair outcome; school and family agenda; autonomy and educational policy; own religious convictions and that of a colleague. The study may enhance our understanding of teachers' roles and perceptions regarding these ethical dilemmas.
Updated: Jan. 31, 2010