Education for ethically sensitive teaching in critical incidents at school

Hanhimäki, Eija; Tirri, Kirsi

doi:10.1080/02607470902770880

Cited by 62 publications

(41 citation statements)

References 17 publications

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“…Furthermore, Finnish teachers are experiencing more and more challenges with the rising number of immigrant students and children with learning difficulties. These pedagogical challenges are discussed in more detail in Hanhimä ki and Tirri (2008) and Hanhimä ki and Tirri (2009). They are also the subject of much recent international research in values education and its positive impact on student wellbeing, including in diverse settings (Lovat, Toomey, & Clement, 2010).…”

Section: Introductionmentioning

confidence: 97%

Holistic school pedagogy and values: Finnish teachers’ and students’ perspectives

Tirri

2011

International Journal of Educational Research

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Section: Introductionmentioning

confidence: 97%

Holistic school pedagogy and values: Finnish teachers’ and students’ perspectives

Tirri

2011

International Journal of Educational Research

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“…Finnish teachers typically view themselves as responsible professionals whose task is to teach the basic knowledge of their subject, but they also consider themselves responsible for the holistic education of their students, including the social and affective domains (Tirri, 2014). Previous research on the role of the professional teacher indicates that teachers need more education in the moral domain (Hanhimäki & Tirri, 2009).…”

Section: Finnish Contextmentioning

confidence: 99%

The implications of teachers’ implicit theories for moral education: A case study from Finland

Rissanen

Kuusisto

Hanhimäki

et al. 2017

Journal of Moral Education

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Implicit theories concerning the malleability of human qualities are known to have a powerful impact on motivation and learning, but their role in moral education is an under-researched topic. In this qualitative case study, we examined the impact of implicit theories on four Finnish teachers' practices of teaching morally and in teaching morality. The data include preliminary and stimulated recall interviews (STR) as well as classroom observations. Our results demonstrate the multiple ways in which teachers' implicit beliefs are communicated to students and influence teacher's interpretations and endeavors to educate the ethical capabilities of students. The study provides evidence for the claim that implicit theories are an important construct which has been missing from the moral education literature. Directions for future research are suggested.

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“…Certain teachers had assumed parental responsibilities for students from deprived families. They took care of these students in order to compensate for the lack of support from their families (Hanhimäki & Tirri, 2009), and considered it important to develop emotional connection with them.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Interpretations of the Ethical Dimensions of Teaching on the Chinese Mainland: A Case Study of Two Secondary Schools in Shanghai

Wang

Lai

2016

Front Educ China

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This paper highlights Chinese teachers' ethical concerns in their relationships with students, colleagues, and students' parents. Through a qualitative study of 26 teachers, it was found that the teachers were often trapped in a dilemma between teaching to students' real development and teaching to the test. The ethics of professional collaboration were compromised by the dominant norms, including interpersonal harmony and respect for older teachers, and by competition among individual teachers to demonstrate good performance. Moreover, in a situation where parents' trust was diminishing, teachers assumed certain teaching and caring responsibilities for children from disadvantaged families. It is suggested that the professionalization of teachers should provide them with more professional space to transform their ethical considerations into practice.

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Education for ethically sensitive teaching in critical incidents at school

Cited by 62 publications

References 17 publications

Holistic school pedagogy and values: Finnish teachers’ and students’ perspectives

Holistic school pedagogy and values: Finnish teachers’ and students’ perspectives

The implications of teachers’ implicit theories for moral education: A case study from Finland

Teachers’ Interpretations of the Ethical Dimensions of Teaching on the Chinese Mainland: A Case Study of Two Secondary Schools in Shanghai

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