“拥挤教室”中的伦理决策

IF 2.6 4区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
TATIANA GERON
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引用次数: 0

摘要

在这篇文章中,Tatiana Geron认为,教室“拥挤”——许多学生在共享空间中互动的空间、时间和群体动态——塑造了教师每天的道德决策,应该是教学伦理理论的基本要素。根据菲利普·k·杰克逊的人种学著作和她自己的教学经验,杰隆确定了教室的特征,这些特征有助于其伦理复杂性——规模、强制性亲密性、多样性、时间压力和群体动态——并导致教师面临三种类型的挑战:线性挑战,或随着教室规模的扩大而扩大的伦理困难;二级挑战来自于教师决策的意外后果;当教师和学生作为道德主体相互作用时,群体动态中出现的整体挑战。杰隆用一个教师决策的案例研究来探索这些特征,以及它们为解决课堂上的道德困境创造的新方案的潜力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Ethical Decision-Making in the “Crowded Classroom”
In this essay Tatiana Geron argues that classroom “crowdedness”—the spatial, temporal, and group dynamics of many students interacting in a shared space—shapes teachers’ every day ethical decision-making and should be essential to an ethical theory of teaching. Drawing from Philip K. Jackson’s ethnographic work and her own teaching experience, Geron identifies features of the classroom that contribute to its ethical complexity—size, compulsory closeness, diversity, temporal pressures, and group dynamics—and lead to three types of challenges for teachers: linear challenges, or ethical difficulties that scale up with classroom size; second-order challenges that arise from the unintended consequences of teacher decisions; and integral challenges that arise from the group dynamic as teachers and students interact as ethical agents. Geron uses a case study of teacher decision-making to explore these features and the potential they create for novel resolutions to ethical dilemmas in the classroom.
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来源期刊
Harvard Educational Review
Harvard Educational Review EDUCATION & EDUCATIONAL RESEARCH-
自引率
0.00%
发文量
20
期刊介绍: The Harvard Educational Review (HER) accepts contributions from researchers, scholars, policy makers, practitioners, teachers, students, and informed observers in education and related fields. In addition to original reports of research and theory, HER welcomes articles that reflect on teaching and practice in educational settings in the United States and abroad.
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