Ethically resilient teachers, what might that be?

Abstract

Purpose When comparing pre-school teachers with university lecturers, society generally acknowledges the latter as a highly skilled professional, while the former does not achieve such admiration or financial reward. Upon studying this status quo, the authors introduce ethically resilient teaching as a set of seven + one common qualities that are shared by both levels of educators. The purpose of this paper is to present these qualities, describing how they relate to the function of teaching and learning with the aim of bridging the perceived gap between these two levels of educators. Design/methodology/approach Over several years, the authors observed patterns in the ideas and comments surrounding ethically resilient teaching that have arisen in teacher training sessions in both the pre-school and university domains. Through these reflexive communal conversational training sessions, attributes that are commonly associated with ethics and resilience in teaching and learning were identified. These attributes were then clustered into seven groups or qualities which represent the authors (and their participants’) compilation of ethically resilient teachers. Findings Ethically resilient teachers are not specific to a single educational level with there being considerable overlap in the qualities that describe ethically resilient teaching in both the pre-school and university levels. Research limitations/implications The study considers two educational contexts: pre-schooling and tertiary education only. The outcomes arise from an urbanised South African multicultural context. Practical implications The qualities (seven + one) that describe ethically resilient teachers may be used as predictors for ethical resilience in teaching in both the pre-school and university levels. Social implications There are many ethical teachers who leave the vocation as they are not resilient. There are many resilient teachers who would not be labelled as ethical. It is proposed that ethics should be a qualifier to the term resilience in terms of teaching and learning for highly effective sustainable pedagogy. Originality/value The topic of ethically resilient teaching has not been found in the literature. The authors have proposed that an ethically resilient teacher is one who for various reasons, has found a strategy for continuing in a self-fulfilling vocation as a teacher in which his or her students achieve their goals in a sustainable manner. These teachers are steadfast, hardy and committed, even in the face of turbulence and are deeply concerned with their students’ results and experiences within the classroom.

Guest editorial: resilience and ethics in social systems

“…These and other cybernetic perspectives provide theoretical models that can be used to explain the structures and processes which enable entities to survive and thrive or lead them to disappear. Two papers addressing this topic are Cutler and von Lingen’s (2019) and Baron and Baron’s (2019). The former relates to the practical design of resilient organisations, with empirical reference to the European Parliament’s development of institutional capacities, whereas the latter paper proposes a set of common attributes that describe ethically resilient educators in both the tertiary and the pre-primary levels.…”