Ethical conflicts in teaching

Colnerud, Gunnel

doi:10.1016/s0742-051x(97)80005-4

Cited by 124 publications

(67 citation statements)

References 6 publications

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“…It can be seen as the precondition for representing a competent and specialised practice, or it may concern the possession of the specific knowledge and skill controlled by occupational groups (Abbot 1988). Central criteria are often used to define professions such as 'teacher': a research-based professional education, a 'professional language', formal licensing or registration of the professional educator/teacher, ethical guidelines and a system of sanctions if these guidelines are not followed, and, finally, a certain degree of professional autonomy (e.g., Colnerud and Granström 2002). Following such criteria, the adult educator is not clearly a profession similar to the 'classical' professions (Jütte et al 2011).…”

Section: Adult Educator As a Profession?mentioning

confidence: 99%

Qualification paths of adult educators in Sweden and Denmark

Andersson

Köpsén

Larson

et al. 2013

Studies in Continuing Education

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The qualification of adult educators is a central aspect of the quality of adult education. However, within current policy discourses and adult education research on the professional development of prospective adult educators, little attention is paid to teacher qualification when compared to other fields of education and training. In this study, we analyse the qualification paths, or learning trajectories, of prospective adult educators in Sweden and Denmark. The analysis is based on narrative interviews with 29 students in training to become adult educators. The career paths of adult educators are often long and winding roads. Becoming an adult educator could be their primary desire, but it could also be their 'Plan B', a second choice. Individual motives and external demands interact in the professionalisation process. A shift in focus from teaching subject and methods to teaching context and the relation to the learners is part of the professional development. Finally, we argue that both academic studies and hands-on work in the adult education community are crucial parts of the adult educator's qualification path.

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Section: Adult Educator As a Profession?mentioning

confidence: 99%

Qualification paths of adult educators in Sweden and Denmark

Andersson

Köpsén

Larson

et al. 2013

Studies in Continuing Education

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“…Compared to the abundance of research on teachers' ethical concerns regarding students, a relatively small number of studies have dealt with the collegial aspects of teacher ethics which are teachers' ethical concerns in their relationship with their colleagues and even these have only indirectly examined teachers' ethical concerns under the theme of ethical dilemmas (e.g., Colnerud, 1997;Campbell, 2008;Husu, 2001). Teachers' ethical concerns should include both individual and collegial aspects (Sockett, 1993;Husu & Tirri, 2001); in order to serve students well, teachers have to cooperate with their colleagues and with parents (Aurin & Maurer, 1993).…”

Section: Major Issues In the Ethical Dimensions Of Teachingmentioning

confidence: 99%

“…There is no doubt that parents have their own aims and values regarding education, as well as judgments about and expectations of their children. Teachers have to respect parents' rights and authority (Colnerud, 1997;Husu, 2001). Communication with parents and respect for parents' needs are essential to a shared understanding of educational goals, and teachers have to ensure that actions taken are "joint actions" in order for them to help students develop effectively (Husu, 2001;Adams & Christenson, 2000).…”

Section: Major Issues In the Ethical Dimensions Of Teachingmentioning

confidence: 99%

“…Teachers work, both as individuals and members of the school community, to serve the best interests of their students (Tirri, 1999;Shapira-Lishchinsky, 2010;Husu & Tirri, 2003). It has been found that in teachers' daily practice, their experiences of ethical dilemmas which arise in their relations with students, colleagues and students' parents, together with the solutions to these problems, could influence their sense of ethical efficacy and ethical professionalism (Campbell, 2003;Colnerud, 1997;Tirri, 1999). However, previous research efforts have mainly given attention to teachers' ethical concerns over their students.…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Interpretations of the Ethical Dimensions of Teaching on the Chinese Mainland: A Case Study of Two Secondary Schools in Shanghai

Wang

Lai

2016

Front Educ China

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This paper highlights Chinese teachers' ethical concerns in their relationships with students, colleagues, and students' parents. Through a qualitative study of 26 teachers, it was found that the teachers were often trapped in a dilemma between teaching to students' real development and teaching to the test. The ethics of professional collaboration were compromised by the dominant norms, including interpersonal harmony and respect for older teachers, and by competition among individual teachers to demonstrate good performance. Moreover, in a situation where parents' trust was diminishing, teachers assumed certain teaching and caring responsibilities for children from disadvantaged families. It is suggested that the professionalization of teachers should provide them with more professional space to transform their ethical considerations into practice.

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“…As a discipline, it is concerned about what in our action is moral and immoral, good and bad, acceptable and unacceptable (Colnerud, 1997;Dika & Hamiti, 2011).…”

Section: Ethicsmentioning

confidence: 99%

Unethical Behavior of the Students of the Czech University of Life Sciences

Dömeová¹,

Jindrová²

2013

IES

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The cheating can be viewed as a major educational problem with a broad social concern. The unethical behaviour of students can crucially influence their qualification, future employment and manners in their professional carrier. The contribution investigates the unethical behaviour of the students of the University of Life Sciences in Prague. The goal is to examine if the students would act unethically in an examination tests and in proceeding their assignments. The inquiry investigation based on self-assessments confirmed that the unethical behaviour is quite frequent, more frequent is the exam cheating. The responders do not feel that their behaviour is immoral, they are rather afraid of penalization. The reaction of the teachers and the university is necessary. It is essential to study the reasons of unethical behaviour to apply rectifying measures effectively.Keywords: unethical behaviour, university students, exam cheating behaviours, assignment cheating behaviour IntroductionThe unethical behaviour, exam cheating, and illegal collaboration on assignments including plagiarism are very frequent (Center for Academic Integrity, 1999 ). It is important to deal with the methods and frequency of such behaviour and also with the way it is perceived by the academia.The cheating during the studies leads to the disarray of the goals of the study. The students will not acquire the intended knowledge and skills, further more they adopt inappropriate working methods and immoral attitude to their duties. It is important for lecturers to show students how to establish their own effective learning strategies (Nguyen, 2010).The students continue to apply the improper working procedures in their future jobs what can cause the real economical damages as well as an injury of the employees' reputation (Smith et al., 2002).The students´ attitude to the study influences also the evaluation of the courses, teachers and the whole faculties and universities. It was proved (Jindrová et. al, 2013) that the students with a procrastinating attitude to the study duties are much more critical towards the teachers, the study materials, etc.The university's good name, reputation and competitiveness might be influenced as well. If the unethical behaviour is not systematically and persistently chased and penalized, the university can gain a reputation of a place where everybody obtains certificate without work. The goal-directed students with good study potential are then not interested in such an institution. Finally, the immoral behaviour of the students harms the work of the teachers and managers of the school.

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Ethical conflicts in teaching

Cited by 124 publications

References 6 publications

Qualification paths of adult educators in Sweden and Denmark

Qualification paths of adult educators in Sweden and Denmark

Teachers’ Interpretations of the Ethical Dimensions of Teaching on the Chinese Mainland: A Case Study of Two Secondary Schools in Shanghai

Unethical Behavior of the Students of the Czech University of Life Sciences

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