Ethical dilemmas at work placements in teacher education

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Teaching Education Pub Date : 2020-06-24 DOI:10.1080/10476210.2020.1779210

Henrik Lindqvist, Robert Thornberg, Gunnel Colnerud

引用次数: 10

Abstract

ABSTRACT Teacher education involves encountering ethical dilemmas connected to teaching. Student teachers’ ethical dilemmas sometimes occur when ideals clash with experiences. The current study focuses on the challenges experienced by student teachers during work placement education. The aim of the study was to investigate ethical dilemmas student teachers experienced during work placement education, using the sensitising concept of the notion of care. The data consist of semi-structured interviews from 22 student teachers and were analysed using a constructivist grounded theory framework. The findings show that the ethical dilemmas reported by the student teachers regarded two influential agents in work placement education: pupils and teachers. Concerning pupils, the dilemmas involved encountering pupils living in poor circumstances as well as experiencing aggression from and among pupils. When it comes to teachers, dilemmatic experiences stemmed from teachers who were disillusioned and derogatory talk in the teacher lounge.

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教师教育实习中的伦理困境

摘要教师教育涉及到与教学相关的伦理困境。当理想与经验发生冲突时，师生的道德困境有时会发生。目前的研究重点是实习教师在工作安置教育中所经历的挑战。本研究的目的是利用关怀概念的敏感概念，调查实习教师在工作安置教育中所经历的道德困境。数据由来自22名学生教师的半结构化访谈组成，并使用基于建构主义的理论框架进行分析。研究结果表明，实习教师所报告的道德困境是影响就业教育的两个因素：学生和教师。关于学生，困境包括遇到生活在贫困环境中的学生，以及遇到来自学生和学生之间的攻击。当谈到教师时，困惑的经历源于失望的教师和在教师休息室里的贬损言论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

6.20%

发文量

期刊介绍： Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education. Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged. Contributions are invited which address social and cultural, practical and theoretical aspects of teacher education in university-, college-, and school-based contexts. The journal’s focus is on the challenges and possibilities of rapid social and cultural change for teacher education and, more broadly, for the transformation of education. These challenges include: the impact of new cultures and globalisation on curriculum and pedagogy; new collaborations and partnerships between universities, schools and other social service agencies; the consequences of new community and family configurations for teachers’ work; generational and cultural change in schools and teacher education institutions; new technologies and education; and the impact of higher education policy and funding on teacher education. Manuscripts addressing critical and theory-based research or scholarly reflections and debate on contemporary issues related to teacher education, will be considered. Papers should attempt to present research, innovative theoretical and/or practical insights in relevant current literature and debate.