Teaching Ethics in Educational Leadership Using the Values–Issues–Action (VIA) Model

Jones, Karen D.; Ransom, Hellen; Chambers, Crystal Renée

doi:10.1177/1942775119838297

Journal of Research on Leadership Education

2019

DOI: 10.1177/1942775119838297

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Teaching Ethics in Educational Leadership Using the Values–Issues–Action (VIA) Model

Karen D. Jones

Hellen Ransom

Crystal Renée Chambers

Abstract: Educational leaders are faced with multiple ethical decisions every day. This article presents the Values–Issue–Action (VIA) Model as a tool for developing ethical decisions in K-12 schools. The model is presented with three scenarios from K-12 education to practice using the model into practice. The model can be used by current school leaders and those in higher education programs developing future K-12 leaders. The model can also be used in school and district professional development to have leaders examine… Show more

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Cited by 2 publications

References 27 publications

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How to teach responsible AI in Higher Education: challenges and opportunities

Aler Tubella,

Mora-Cantallops,

Nieves

2023

Ethics Inf Technol

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In recent years, the European Union has advanced towards responsible and sustainable Artificial Intelligence (AI) research, development and innovation. While the Ethics Guidelines for Trustworthy AI released in 2019 and the AI Act in 2021 set the starting point for a European Ethical AI, there are still several challenges to translate such advances into the public debate, education and practical learning. This paper contributes towards closing this gap by reviewing the approaches that can be found in the existing literature and by interviewing 11 experts across five countries to help define educational strategies, competencies and resources needed for the successful implementation of Trustworthy AI in Higher Education (HE) and to reach students from all disciplines. The findings are presented in the form of recommendations both for educators and policy incentives, translating the guidelines into HE teaching and practice, so that the next generation of young people can contribute to an ethical, safe and cutting-edge AI made in Europe.

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How to teach responsible AI in Higher Education: challenges and opportunities

Aler Tubella,

Mora-Cantallops,

Nieves

2023

Ethics Inf Technol

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Teachers' views on their professional identity in teaching number concepts in the foundation phase

Ncube,

Kutame,

Ntombela

et al. 2024

IJBES

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This study explores the professional identity perceptions of teachers responsible for instructing number concepts in the foundation phase, focusing on their roles and responsibilities within elementary mathematics education. Using qualitative methods, including interviews and observations, the research examines the multifaceted dimensions of teachers' professional identities, highlighting both positive and negative perspectives. Twelve foundation phase teachers from the Johannesburg East District were purposively selected for in-depth semi-structured interviews and observations. Thematic analysis was employed to uncover and present detailed findings. Results indicated that teachers perceive their professional identity as either positive or negative. Positive identities include viewing themselves as specialists in pedagogical content knowledge and as in loco parentis, displaying enthusiasm, self-motivation, friendliness, competence, and commitment. Negative identities involve seeing themselves primarily as administrators or social workers. The study identified a misalignment between teachers' self-perceptions and their classroom practices in teaching number concepts. Teachers' self-perception as instructors of number concepts significantly influences their teaching approaches in the foundation phase. The study suggests that investing in teacher development programs can help construct and reconstruct a positive professional identity, thereby enhancing the teaching of number concepts in the foundation phase. This research underscores the importance of aligning teachers' self-image with their pedagogical practices to foster effective mathematics education at the elementary level.

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Teaching Ethics in Educational Leadership Using the Values–Issues–Action (VIA) Model

Cited by 2 publications

References 27 publications

How to teach responsible AI in Higher Education: challenges and opportunities

How to teach responsible AI in Higher Education: challenges and opportunities

Teachers' views on their professional identity in teaching number concepts in the foundation phase

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