Toward an ethics of professional understanding

Tanchuk, Nicolas; Scramstad, Carly; Kruse, Marc I.

doi:10.4324/9781315121352-1

Cited by 3 publications

(3 citation statements)

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“…In their paper, toward an ethics of professional understanding, Tanchuk, Scramstad & Kruse (2016) argue that "all moral agents, and thus professionals, share a fundamental and constitutive normative interest in correctly conceiving of their end (p. 2)". This means all professionals have got special role responsibilities and in order to maintain these responsibilities they need to have a good conception of their ends.…”

Section: Literature Review the Essence Of Professionalismmentioning

confidence: 99%

“…This means all professionals have got special role responsibilities and in order to maintain these responsibilities they need to have a good conception of their ends. Therefore, the need for professionalism ought to be reflected in any curriculum and this means teachers are advised to have a good understanding of who, what and how they teach and accordingly, under similar situations such a curriculum would make a significant difference in our sense of professional advocacy (Tanchuk et al, 2016). Moving further and beyond the curriculum, we might also locate other aspects which are crucial to one's professionalism and clearly will lead one to be called a professional.…”

Section: Literature Review the Essence Of Professionalismmentioning

confidence: 99%

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University Instructors’ Teaching Experience and Their Perception of Professional Ethics: Postulating a Model

Kafi¹,

Motallebzadeh²,

Ashraf³

2018

INT J INSTRUCTION

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As Campbell (2008) skillfully explains, "the field of ethics in teaching as a moral profession is a robust and compelling one. It captures the interest and imagination of scholars, researchers, and practitioners alike because it is very important and integral to the world of education" (p.21). Similarly, in many EFL countries including Iran, professional ethics has recently turned into a crucial topic. Consequently, further researches regarding the notion of ethics, its components and whether experience plays a role in this regard, need to be carried out. Throughout the current article, the researchers, at first place, illustrated the importance of professional ethics in teaching through a thorough review of literature. Afterwards, a previously localized code of professional ethics, which was transformed into a validated instrument for data collection, was deployed to gather data from 200 EFL male and female university instructors. Pearson Correlation was administered to investigate the probable relation between EFL university instructors' teaching experience and their understanding of professional ethics. Also, to prioritize the components of professional ethics based on EFL instructors' perspective, Friedman test was deployed and the results are disused according to EFL teaching learning context.

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Section: Literature Review the Essence Of Professionalismmentioning

confidence: 99%

Section: Literature Review the Essence Of Professionalismmentioning

confidence: 99%

University Instructors’ Teaching Experience and Their Perception of Professional Ethics: Postulating a Model

Kafi¹,

Motallebzadeh²,

Ashraf³

2018

INT J INSTRUCTION

View full text Add to dashboard Cite

show abstract

“…Scholars and practitioners are sometimes confused about the constituents and definition of ethical conduct of educators in the university, compared to the ones of improper conduct. Several studies on educators' perceptions of ethical behaviour discussed whether different kinds of harmful behaviour were unethical, merely unprofessional or generally unacceptable in higher education settings (Robie and Kidwell, 2003; Tanchuk et al , 2016). This proves the fact that there is no consensus on the definition of ethical behaviour while teaching.…”

Section: Literature Reviewmentioning

confidence: 99%

Ethical beliefs and behaviour of university educators: evidence from Russia

Timofeyev

Дремова

2021

JARHE

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PurposeThis exploratory study aims, firstly, to analyse and categorise judgements on ethical behaviour and actual behaviour of university educators. Secondly, the study addresses the impact of demographic data, such as gender, age and role on these issues.Design/methodology/approachWe utilised online survey data from academic employees of four leading universities in Russia, who are involved in teaching activities. In this study, we used correlation, regression and factor analyses.FindingsOur results demonstrate that teaching, while too distressed to be effective, is a common experience among university educators. By contrast, the rarest categories include teaching under the influence of drugs or alcohol. In addition, there is a high congruence between beliefs and respective behaviours. Females are typically more ethical in both judgements and actual behaviour. Factor analysis of behaviours yielded 16 interpretable factors.Practical implicationsFirstly, the salary of the university educators should be adequate and competitive and match with their workload. Secondly, the work of the educators should be given recognition that may become their stimuli for improvement in university teaching. Thirdly, universities should develop ethics centres, which help faculty members and students to take the right decisions in situations involving questionable behaviour in the classroom. Lastly, the development of ethical codes, for faculty members and students, may become their guidance in situations with ethical dilemmas.Originality/valueThis study contributed to the very limited research on the ethical aspects of higher education in Russia.

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Teachers as Professionals: How Contextual Knowledge Justifies Teacher Autonomy

Tanchuk

2024

Teachers College Record: The Voice of Scholarship in Education

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Background: Despite claims made by teachers, teacher educators, and researchers, the dominant U.S. legal and political practice holds that teachers are not full professionals. Denying teachers’ full professional status limits teachers’ professional autonomy and leaves their work heavily controlled by external authorities. Are these external limits on teachers’ work justified? Definitions of what a full profession is vary, but nearly all require the professional to possess complex and specialized knowledge, which justifies the self-regulation of the field by its practitioners. Unlike the knowledge possessed by doctors and lawyers, the knowledge teachers possess is often thought to be insufficiently specialized and complex to meet this standard—they are claimed at best to be “semi-professionals.” Purpose: This essay aims to show that leading arguments used to reject teachers’ claim to professional status rely on a misleadingly decontextualized picture of pedagogical knowledge traceable to Lee Shulman. Against this picture, I follow Gloria Ladson-Billings’s critique of Shulman from the perspective of culturally relevant pedagogy to advance what I refer to as the integrated account of teachers’ pedagogical knowledge. The integrated account of teachers’ pedagogical knowledge reveals that although teachers possess a unique and highly complex knowledge base, that knowledge base is always in large part hyper-context-specific. Once the hyper-context-specificity of teachers’ knowledge is appreciated, we discover that teachers’ claim to professional status is justified, contrary to prevailing legal and political practice. Research Design: This essay uses empirically engaged philosophical methods to analyze the existing arguments against teachers’ claim to full professional status. By making the presuppositions and limitations of these arguments explicit, the analysis supports a revision in theory, policy, and practice toward the integrated account of teachers’ pedagogical knowledge and teaching’s professional status. Recommendations: The integrated account of teachers’ pedagogical knowledge recommends the development of professional institutions for teaching. Because pedagogical knowledge differs in its hyper-context-specificity from the more codifiable knowledge bases of other professions, the professional institutions and practices appropriate to teaching differ as well. To guide policy, research, and practice, I trace four commitments implied by the integrated account of pedagogical knowledge: (1) representation from learner communities in professional pathways; (2) professional organizations and standards rooted in hyper-context-specific knowledge; (3) culturally sustaining, teacher-driven law and policy creation processes; and (4) educational research that centers teachers’ professional wisdom.

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Toward an ethics of professional understanding

Cited by 3 publications

References 0 publications

University Instructors’ Teaching Experience and Their Perception of Professional Ethics: Postulating a Model

University Instructors’ Teaching Experience and Their Perception of Professional Ethics: Postulating a Model

Ethical beliefs and behaviour of university educators: evidence from Russia

Teachers as Professionals: How Contextual Knowledge Justifies Teacher Autonomy

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