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The Good Life of Teaching
The Good Life of Teaching extends the recent revival of virtue ethics to professional ethics and the philosophy of teaching. It connects long-standing philosophical questions about work and human growth to questions about teacher motivation, identity, and development.
* Makes a significant contribution to the philosophy of teaching and also offers new insights into virtue theory and professional ethics
* Offers fresh and detailed readings of major figures in ethics, including Alasdair MacIntyre, Charles Taylor, and Bernard Williams and the practical philosophies of Hannah Arendt, John Dewey and Hans-Georg Gadamer
* Provides illustrations to assist the reader in visualizing major points, and integrates sources such as film, literature, and teaching memoirs to exemplify arguments in an engaging and accessible way
* Presents a compelling vision of teaching as a reflective practice showing how this requires us to prepare teachers differently
eBook
Ethics in Education
It is critically important for emerging professionals in education to be sensitised to the ethical and moral responsibilities of their practice throughout their training and beyond. There is a wide disparity in contemporary practice in this regard, which points to a need for greater clarity and consistency in our thinking about ethics within education. Ethics in Education attempts to meet this need, and will be a valuable resource for students, teachers and researchers in education, health and social sciences. Most significantly, the increasing awareness of the importance of ethics, diversity and social pedagogy in the teacher education curriculum will ensure that this book becomes essential reading or recommended reading for initial teacher education and CPD courses in education.The Editors have gathered together an exciting and dynamic group of contributors across many fields of English education, and asked them to help rethink the role of ethics in education in the 21st century. The types of questions that we address include: Do we have a shared view of ethical practice? What are the values that underpin ethical practice? What are our ethical responsibilities as pedagogues?.
eBook
The Implementation of an Ethical Education Curriculum in Secondary Schools in Ireland
The paper investigates teachers’ and principals’ experiences of implementing a pilot of an ethical education (EE) curriculum to a senior cycle programme in Educate Together secondary schools in Ireland. The development of this curriculum was informed by the Integrative Ethical Education Model (Lapsley and Narvaez, 2004). Thirteen teachers and two school principals were interviewed about their experiences of this curriculum and its impact on school culture and organisation. An implementation science approach informed a thematic analysis of transcripts that interrogated the perspectives of participants, and revealed the systemic factors that included barriers to, and facilitators of, EE curriculum implementation. Interviews were analysed inductively, by exploring participants’ experiences, and deductively, using Narvaez’s framework of ethical skills. Results were presented within the domains of school setting, wider school setting, curriculum characteristics and teacher characteristics, reflecting an implementation science approach. Findings suggest that this curriculum nurtured a positive school climate where students identified as having a greater sense of school belonging as a result of access to this curriculum.
Journal Article
Higher education and professional ethics : roles and responsibilities of teachers
This book discusses the significance, relevance, and usefulness of professional ethics in the context of higher education. It highlights the pivotal role of professional ethics in offering teachers a better understanding of their responsibilities, duties, rights, and institutional obligations as they work to provide quality education. The volume investigates the connection between the adoption of professional ethics by individual faculty members in higher education and the development of work cultures in higher educational institutions. It explores the requisite modifications of the Teachers' Code of Ethics in relation to the usage of Information and Communication Technologies (ICTs) in teaching-learning platforms. While examining the validity, reliability, and application of professional ethics in the higher education sector, the book also illustrates the application of codes of ethics to resolve conflicting interests and commitments -- Provided by the publisher.
Book
A New Moral Vision
InA New Moral Vision, Andrea L. Turpin explores how the entrance of women into U.S. colleges and universities shaped changing ideas about the moral and religious purposes of higher education in unexpected ways, and in turn profoundly shaped American culture. In the decades before the Civil War, evangelical Protestantism provided the main impetus for opening the highest levels of American education to women. Between the Civil War and World War I, however, shifting theological beliefs, a growing cultural pluralism, and a new emphasis on university research led educators to reevaluate how colleges should inculcate an ethical outlook in students-just as the proportion of female collegians swelled.
In this environment, Turpin argues, educational leaders articulated a new moral vision for their institutions by positioning them within the new landscape of competing men's, women's, and coeducational colleges and universities. In place of fostering evangelical conversion, religiously liberal educators sought to foster in students a surprisingly more gendered ideal of character and service than had earlier evangelical educators. Because of this moral reorientation, the widespread entrance of women into higher education did not shift the social order in as egalitarian a direction as we might expect. Instead, college graduates-who formed a disproportionate number of the leaders and reformers of the Progressive Era-contributed to the creation of separate male and female cultures within Progressive Era public life and beyond.
Drawing on extensive archival research at ten trend-setting men's, women's, and coeducational colleges and universities,A New Moral Visionilluminates the historical intersection of gender ideals, religious beliefs, educational theories, and social change in ways that offer insight into the nature-and cultural consequences-of the moral messages communicated by institutions of higher education today.
eBook
Readings for Reflective Teaching in Schools
Readings for Reflective Teaching in Schools provides a portable library of over a hundred readings to support teacher education and professional development. Extensively updated since earlier editions, new readings concisely introduce much of the best of classic and contemporary international research on teaching and learning. The selection reflects current issues and concerns in education and has been designed to support school-led teacher education and a wide range of school-university partnership arrangements. This collection of readings is edited by Andrew Pollard, former Director of the UK s Teaching and Learning Research Programme, with the advice of primary and secondary specialists from the University of Cambridge.Readings for Reflective Teaching in Schools is part of a set of professional resources. It links directly to the textbook, Reflective Teaching in Schools, and to the website, reflectiveteaching.co.uk. A fully integrated and complementary range of resources is thus offered for both primary and secondary schools. Reflective Teaching in Schools focuses on how to achieve high-quality teaching and learning. It presents key issues and research insights, suggests reflective activities for classroom enquiry, and offers guidance on further study. By design, it offers both practical support for effective classroom practice and routes towards deeper forms of expertise. It has supported teachers professional development in the UK and beyond for over 25 years. The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary of educational terms, links to useful websites, and a conceptual framework for deepening expertise. This book is one of the Reflective Teaching Series inspiring education through innovation in early years, schools, further, higher and adult education.
eBook