Between a hard place and a hard place: A study of ethical dilemmas experienced by student teachers while on practicum

Abstract

Assisting student teachers to understand the ethical nature of their work and developing the moral vocabulary to deal with ethical dilemmas of practice are vital components of initial teacher education. The study explores ethical dilemmas experienced by 100 student teachers in their final year of their teaching degrees while on practicum. The data examined were written reflective statements of each of the 100 students' ethical dilemmas. The study found that, while some types of ethical dilemmas seem universal, a more situated theory of initial teacher education ethics is required to understand the particular sociocultural factors that inform the nature of teacher practice in contextspecific environments. Our study highlights the need for preservice teacher education focusing on student teachers finding their own authentic ethical voice, through the examination of ethical dilemmas via critical thinking and the wider examination of the political, historical and social contexts that led to the dilemma. The dilemmas faced by the students were likely to be, in part, identifiable with fellow student teachers in other countries, but we argue that dilemmas are strongly contextualised. Our study is useful for educators working with student teachers in the practicum environment to instil confidence in student teachers to follow their own moral compass.

Ethical dilemmas at work placements in teacher education

“…In this way, 'the emergent professional identity framework highlights social interactions and the way engagement with collaboration is influenced by participation in particular communities of practice' (Turner, 2016, p. 583). Conflicting ideologies are a major source of student teachers' experienced dilemmas (Davies & Heyward, 2019;Ding & Wang, 2018;Lindqvist et al, 2019a). Samuelsson and Colnerud (2015) exemplified dilemmas in experiences of classroom management during work placement education.…”

“…The experienced care for pupils was instead a typical example of how a person's perspective or definition of a situation is real since it results in real consequences (Charon, 2006). It also exemplified manifesting a sensitivity to different needs weighed up against a value for all learners (Davies & Heyward, 2019). Ingrid described the following example:…”

“…The values that did not match involved not being able to act in a way they considered to be morally right, and not being able to use their own moral compass (cf. Davies & Heyward, 2019). Ella discussed encountering pupils she considered to be mean to each other in a way she had not anticipated and faced the dilemma of dealing adequately with a pupil's behaviour and maintaining a safe learning environment (cf.…”

“…There is a growing body of research on teachers' ethical dilemmas (e.g. Campbell, 1996;Colnerud, 1997Colnerud, , 2015Husu & Tirri, 2001;Shapira-Lishchinsky, 2011Tirri, 1999), and a few studies describing the ethical dilemmas student teachers encounter (Davies & Heyward, 2019;Deng et al, 2018). We add to previous research, further conceptualising ethical dilemmas in work placement education and using a sensitising concept of the notion of care.…”

Laboratory hands-on activity: A case study in senior high school of Pekanbaru-Indonesia

“…If the laboratory hands-on activity process is not carried out, of course the learning objectives of psychomotor aspects cannot be achieved by students, and this can later affect student learning outcomes in school. The function of the laboratory handson activity approach is to provide interaction between teacher and students, develop thinking skills, and provide opportunities for students to interact directly with the world of biology (Davies & Heyward, 2019). According to Gürsoy, (2013), to find out the quality of laboratory hands-on activity used in practical activities, 2 important factors are needed, namely: the time of student laboratory hands-on activity implementation, and preparation and implementation of practices.…”