Teachers’ critical incidents: Ethical dilemmas in teaching practice

Shapira‐Lishchinsky, Orly

doi:10.1016/j.tate.2010.11.003

Cited by 203 publications

(108 citation statements)

References 54 publications

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“…Beginning teachers may feel that taking control of the class will sacrifice the close relationship they wish to have with students (Fuller & Bown, 1975;Shapira-Lishchinsky, 2011;Volkmann & Anderson, 1998).…”

Section: Wanting To Care For Students Versus Being Expected To Be Toughmentioning

confidence: 99%

“…This situation becomes difficult when they are forced to decide whether to respect this student's integrity or to act against it, when doing this seems necessary in order to protect the student or other people (Kälvemark et al, 2004;Shapira-Lishchinsky, 2011). …”

Section: Wanting To Respect Students' Integrity Versus Feeling the Nementioning

confidence: 99%

“…Conflicting loyalties may be experienced by a beginning teacher when a student takes him/her into confidence regarding a colleague (Kälvemark et al, 2004;Shapira-Lishchinsky, 2011).…”

Section: Experiencing Conflicting Loyalties Towards Students and Collmentioning

confidence: 99%

“…The tensions were classified into three themes according to content, namely: (1) the changing role from being a student to becoming a teacher, (2) conflicts between desired and actual support given to students, and (3) conflicting conceptions of learning to teach. Feeling like a student versus being expected to act like an adult teacher (Fuller & Bown, 1975;Volkmann & Anderson, 1998) Wanting to care for students versus being expected to be tough (Fuller & Bown, 1975;Shapira-Lishchinsky, 2011;Volkmann & Anderson, 1998) Feeling incompetent of knowledge versus being expected to be an expert (Fuller & Bown, 1975;Katz & Raths, 1992;Volkmann & Anderson, 1998) Wanting to invest time in practising teaching versus feeling pressured to invest time in other tasks that are part of the teaching profession (Fuller & Bown, 1975;Kälvemark et al, 2004) Feeling treated like a student versus wanting to take responsibility as a teacher (see chapter 2) a Feeling like a peer versus wanting to take responsibility as a teacher (see chapter 2) a 2. Conflicts between desired and actual support given to students…”

Section: Tensions In Beginning Teachers' Professional Identitymentioning

confidence: 99%

“…Literature on tensions of beginning teachers that could be interpreted as 'professional identity tensions' was investigated (e.g., Fuller & Bown, 1975;Shapira-Lishchinsky, 2011;Smagorinsky et al, 2004;Volkmann & Anderson, 1998) and interviews were conducted with 24 beginning teachers. This resulted in an overview of professional identity tensions in chapter 2, consisting of three categories: 1) tensions regarding the changing role from student to teacher, 2) tensions pertaining to conflicts between desired and actual support given to students, and 3) tensions representing conflicting conceptions of learning to teach.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Professional identity tensions of beginning teachers

Pillen

Beijaard

Brok

2013

Teachers and Teaching

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Section: Wanting To Care For Students Versus Being Expected To Be Toughmentioning

confidence: 99%

Section: Wanting To Respect Students' Integrity Versus Feeling the Nementioning

confidence: 99%

“…Conflicting loyalties may be experienced by a beginning teacher when a student takes him/her into confidence regarding a colleague (Kälvemark et al, 2004;Shapira-Lishchinsky, 2011).…”

Section: Experiencing Conflicting Loyalties Towards Students and Collmentioning

confidence: 99%

Section: Tensions In Beginning Teachers' Professional Identitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Professional identity tensions of beginning teachers

Pillen

Beijaard

Brok

2013

Teachers and Teaching

174

141

View full text Add to dashboard Cite

From Periphery to Core

Pope¹,

Denicolo²

2015

The Wiley Handbook of Personal Construct Psychology

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

Davies

Heyward

2019

British Educational Res J

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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.

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Teachers’ critical incidents: Ethical dilemmas in teaching practice

Cited by 203 publications

References 54 publications

Professional identity tensions of beginning teachers

Professional identity tensions of beginning teachers

From Periphery to Core

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

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