Teachers' critical incidents: Ethical dilemmas in teaching practice

被引：125
|
作者：
Shapira-Lishchinsky, Orly [1 ]
机构：
[1] Bar Ilan Univ, Dept Educ Adm Leadership & Policy, Sch Educ, IL-52900 Ramat Gan, Israel
来源：
TEACHING AND TEACHER EDUCATION | 2011年 / 27卷 / 03期
关键词：
Teaching; Ethics; Ethical knowledge; Ethical dilemmas; Schools; BUSINESS ETHICS; EDUCATION; VALUES; PERCEPTIONS; VIEWS; WORK;
D O I：
10.1016/j.tate.2010.11.003
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The aim of this study is to explore ethical dilemmas in critical incidents and the emerged responses that these incidents elicit. Most teachers try to suppress these incidences because of the unpleasant feelings they evoke. Fifty teachers participated in the study. A three-stage coding process derived from grounded theory was utilized. A taxonomy of critical incidents by means of the AT1AS.ti 5.0 revealed a multifaceted model of ethical dilemmas, among them clashing with rules, standards, or norms in school, as well as a multitude of derived responses. The results encourage the development of educational programmes based on teachers' critical incidents. (C) 2010 Elsevier Ltd. All rights reserved.
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页码：648 / 656
页数：9
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