Teacher ethics as a research problem: syntheses achieved and new issues

Colnerud, Gunnel

doi:10.1080/13450600500467704

Cited by 106 publications

(64 citation statements)

References 13 publications

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“…The degree of frustration and pressure on the teacher, and consequently the risk for moral stress, is lower than in the cases where colleagues are involved. If there were any signs of abuse, as in previous research (Colnerud, 1997(Colnerud, ,2006, the moral demand and the conflict would have been stronger.…”

Section: The Boundaries Of Personal Privacymentioning

confidence: 96%

“…The strength of the pressure on the teacher is dependent on the risk of harm. Colleagues' or parents' wrongdoing to one's pupils is particularly morally demanding (Colnerud, 1997(Colnerud, , 2006. In summary, we can determine that, depending on the nature of the activity, external factors, such as compulsory, and sometimes conflicting, principles, contradictory values and a low degree of control are examples of forces that prevent professionals from acting according to what they believe is the right moral decision.…”

Section: Moral Sensitivitymentioning

confidence: 99%

“…conflicts between different ethical considerations are constantly present and that the teachers often act in ways that conflict with their own conscience (Colnerud, 1997(Colnerud, , 2006Darling-Hammond (1985) claimed that it is part and parcel of the teaching profession to be governed by political decisions that are detrimental to the pupils. "It is unethical for a teacher to conform to prescribed practices that are ultimately harmful to children.…”

Section: Studies Of Ethical Conflicts Experienced and Reported By Teamentioning

confidence: 99%

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Moral stress in teaching practice

Colnerud

2014

Teachers and Teaching

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The purpose of this article is to study whether moral stress is a phenomenon relevant to teaching practice and which may make a significant contribution to understanding why teachers repeatedly reported feeling burdened by work. Moral stress can be caused by acting in conflict with one's own conscience, e.g. when one knows the right thing to do but institutional constraints make it difficult to act in a way that is consistent with one's morals.The method used in this study is critical incident technique focusing ethical dilemmas in teaching. The findings add a phenomenon to previous research of moral stress in other professions; moral stress can be caused not only by external regulations, but also by internal moral imperatives in conflict with one another.

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Section: The Boundaries Of Personal Privacymentioning

confidence: 96%

Section: Moral Sensitivitymentioning

confidence: 99%

Section: Studies Of Ethical Conflicts Experienced and Reported By Teamentioning

confidence: 99%

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Moral stress in teaching practice

Colnerud

2014

Teachers and Teaching

Self Cite

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“…Teaching is a moral activity in which teachers have to consider the ethical complexity of teaching and the moral impact they have on their students (Carr, 2011;Colnerud, 2006;Lovat, Dally & Toomey, 2011;Sanger & Osguthorpe, 2005;Shapira-Lishchinsky, 2009. All kinds of activities in schools in which students learn or develop values and morality are often referred to as values education (e.g., Halstead, 1996;Lovat, 2011;Powney, Cullen, Schlapp, Johnstone & Munn, 1995;Taylor, 1994), and a distinction can be made between explicit and implicit values education.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ views on values education: A qualitative study in Sweden and Turkey

Thornberg

2013

International Journal of Educational Research

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The aim of the current study was to examine Swedish and Turkish teachers' perspectives on values education. Qualitative interviews with 52 teachers was conducted and analyzed. Values education was mostly about compliance with societal values and norms. The learning goals or values in values education were mainly on how to treat others and on selfresponsibility. Teachers did not take a critical approach. A main method of values education reported by the teachers was to be a good role model in everyday interactions with students. Values education was largely described as an everyday practice embedded in the stream of social interactions. Furthermore, an everyday language was used when the teachers described values and values education. There was a lack of professional knowledge in this domain.

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“…Looking more closely at these groups, the ethical approach is focusing mainly on the relationship between the teacher and the individual student, seeking to formulate a professional language and ethical codex for teachers' based on empirical classroom situations (Colnerud 2004(Colnerud , 2006aColnerud and Thornberg 2003;Colnerud and Granström 2015;Grönlien Zetterqvist et al 2009;Thornberg 2006Thornberg , 2008. Inspiration is taken from educational philosophy (e.g.…”

Section: Morality and Tradition In Swedish Values Education Researchmentioning

confidence: 99%

Time for Values: Responding Educationally to the Call from the Past

Bergdahl

Langmann

2017

Stud Philos Educ

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This paper rethinks the fostering task of the teacher in a time when it, paradoxically, has tended to become marginalized and privatized despite its public urgency. Following postholocaust thinkers such as Hannah Arendt and Zygmunt Bauman, the position explored here is radical in the sense that it takes 'the crisis of traditions' and the erosion of a common moral ground or value basis seriously, and it is conservative in the sense that it insists on responding educationally to the call from the past by returning to (a) the moral character of our existence and (b) our own embeddedness in the incompleteness of living traditions. The argument is that there is a difference between educating for common values-which entails a belief in preexisting commonalities-and making values common in and through education. The latter, we argue, entails an aspiration for continuously creating new commonalities and for cultivating the ability to act and judge as a thinking moral agent in specific, lived and worldly cases. In this sense, the fostering task of the teacher is to create commonality of what is not (yet) common, turning the liberal democratic values of the past into contested objects of study.

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Teacher ethics as a research problem: syntheses achieved and new issues

Cited by 106 publications

References 13 publications

Moral stress in teaching practice

Moral stress in teaching practice

Teachers’ views on values education: A qualitative study in Sweden and Turkey

Time for Values: Responding Educationally to the Call from the Past

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