International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Ethical dilemmas
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11 items
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Teacher education involves encountering ethical dilemmas connected to teaching.
Student teachers’ ethical dilemmas sometimes occur when ideals clash with experiences.
The current study focuses on the challenges experienced by student teachers during work placement education.
The aim of the study was to investigate ethical dilemmas student teachers experienced during work placement education, using the sensitising concept of the notion of care.
The data consist of semi-structured interviews from 22 student teachers and were analysed using a constructivist grounded theory framework. The findings show that the ethical dilemmas reported by the student teachers regarded two influential agents in work placement education: pupils and teachers.
Concerning pupils, the dilemmas involved encountering pupils living in poor circumstances as well as experiencing aggression from and among pupils.
When it comes to teachers, dilemmatic experiences stemmed from teachers who were disillusioned and derogatory talk in the teacher lounge.
Published: 2021
Updated: Mar. 07, 2022
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This article has explored the question of whether student research undertaken in the context of taught modules should be subject to RE review. The authors contend that the RE review of in-class research involving human subjects will protect researchers, participants and the institution, serve to engender a strong RE culture within universities and ensure that students graduate with an ethical awareness not always evident in recent generations. The authors outline a number of mechanisms that can plausibly be used to address the issues of resource constraints that limit most REC’s in the contemporary environment. Of particular note are their novel suggestions of asynchronous review and the inclusion of students in the oversight process, with due safeguards built in.
Published: 2014
Updated: Nov. 24, 2016
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In this article, the authors examine how the extrapolation and examination of one critical incident in the process of conducting self-study research challenged their ethics as researchers and led them to new understanding and knowledge. Their focus is on the initial acknowledgment of what they considered to be an ethical dilemma as it had rattled their cage. The authors conclude that collecting data about critical incidents related to the ethical dilemmas that arise in conducting research is an important aspect of self-study research. Thus, they recommend that self-study researchers: (1) collect data about ethical dilemmas that arise during (and following) research; (2) explore and systematically analyze these dilemmas; and (3) work toward resolving these as an integral part of any self-study research.
Published: 2012
Updated: Jun. 21, 2016
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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.
Published: 2013
Updated: Apr. 12, 2015
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This article draws upon the author's experience while conducting an ethnographic study in an international school in mainland China. The author reflected on two issues: what field relations were established in what ways, and what threads to ethics and research validity the author encountered in the course of the fieldwork.
Published: 2013
Updated: Jan. 19, 2014
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In this article, the authors focus on the work of teachers, which they claim is heavily value-laden and therefore susceptible to ethical dilemmas. The authors discuss a model of ethical decision-making in order to understand the nature of ethical dilemmas faced by teachers. The authors propose a number of scenarios developed from real-life problems faced by teachers in Australian schools.
Published: 2011
Updated: Nov. 13, 2012
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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.
Published: 2011
Updated: Dec. 29, 2011
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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.
Published: 2009
Updated: Jan. 31, 2010
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Moral Spaces in MySpace: Preservice Teachers' Perspectives about Ethical Issues in Social Networking
MySpace and Facebook are innovative digital communication tools that surpass traditional means of social interaction. In this article, the researchers developed a case-based reasoning intervention to support more informed decisions by preservice teachers. The case-based coursework led students to perceive a need for more definitive guidelines about their participation in social networking spaces.
Published: 2009
Updated: Nov. 30, 2009
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This study documents ethical conflicts faced by teachers in the United States regarding assessment of students. The most frequently mentioned assessment topics causing conflict included grading, standardized testing, and special populations. These findings suggest that explicit guidelines for defining and avoiding unethical behavior would be helpful to teachers in developing their assessment practices.
Published: 2009
Updated: Jun. 10, 2009