Enhancing Ethical Awareness

Abstract

As teachers continue professional development throughout their careers to better serve the educational needs of students who are gifted, it becomes apparent that one of the goals is to strive to increase self-awareness of ethical and moral professional decisions and actions. Often, this requires intentional reminders and deliberate work to increase awareness or consciousness to facilitate continual emotional growth. Furthermore, teachers are the mirrors for gifted students as they evaluate their values, actions, civility, and ethics for living and working among others, which is of particular importance in gifted education. The authors present some ways that ethical teaching includes both awareness of the codes of ethics published by professional organizations and the actions to enhance ethical awareness, such as reflective teaching, contemplative practices, and proactive ethical classrooms.

Teacher’s Professional Self-Awareness Within The Interactions With Students In Higher Education: Temporality and Relationality

“…The teacher's self-awareness brings into education a search for quality through relationships with students what means togetherness for both sides. When the interchange of knowledge and different experience happens because of teacher-student interactions, the teacher experiences satisfaction in his/her work (Montgomery & Walker, 2012). Through this the professional self-awareness of higher education teacher grows, and this is not measured or evaluated formally because it is temporal and timeless, as well as relational and experienced as lived self-other.…”

“…Thus treating the time formally, the higher education teacher chooses a linear approach from unit to unit just because it is in the program, where the focus is not on what is happening but on the knowledge taught that claims reproduction. This also manifests itself in the early stage of a teacher's professional awareness, according to Mitina (1992) and Montgomery & Walker (2012).…”

Psiholog v dilemi: etične vsebine in etična zavest v praksi

“…Okolje, ki spodbuja etično ozaveščanje, pri psihologu spodbuja zavedanje drugih in ustvarjanje pozitivnih odnosov. Pri ustvarjanju takšnega okolja lahko psihologom koristijo naslednji nasveti (Montgomery in Walker, 2012):…”

“…Preseganje lastnih ravni usposobljenosti in izobrazbe za poučevanje na področjih, na katerih nismo eksperti, predstavlja kršenje uveljavljenih etičnih in strokovnih standardov. Kadar se psihologi mentorji soočajo z etičnimi dilemami, s tem pridobivajo tudi nove izkušnje, ki jih vzpodbujajo k temu, da znanja o etičnosti prenesejo v vsakdanje dogodke v učilnici/predavalnici (Montgomery in Walker, 2012). Sternberg (2011) opisuje model etičnega vedenja, v katerem je opredelil korake, nujne za prenos etičnega znanja v etično vedenje (torej iz teorije v prakso).…”

Contemplative Pedagogy: Mindfulness Methodology in Education & Human Development

“…An educator"s professional reflective practice allows the instructor to reflect upon the lesson materials, instructional pedagogy, student understanding and self-perception. Montgomery and Walker (2012) describe ethical behaviors in education to include professional reflection. By encompassing a sense of mindfulness-awareness through incorporating reflective thinking daily, the educator is building a stronger ethical practice thus refining their craft as a professional educator.…”