The fundamental commitments of educators

Aloni, Nimrod

doi:10.1080/17449640802410528

Cited by 17 publications

(7 citation statements)

References 8 publications

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“…Teaching is essentially a relational practice (Dunne 2003, Noddings 2003 and there is strong evidence that most teachers see teaching predominantly as a vocation (Huebner 1987, Rogers and Webb 1991, Hansen 1994and 1995, Schwarz 1998, Estola et al 2003 and demonstrate what Aloni has called 'the fundamental commitments of educators' (Aloni, 2008). Individual teacher narratives evidence 'teacher's vocation as a moral voice and its manifestation in the form of caring' (Estola et al 2003, 239).…”

Section: Teachers' Beliefs and Valuesmentioning

confidence: 99%

Wigs, disguises and child's play: solidarity in teacher education

Heilbronn

2013

Ethics and Education

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It is generally acknowledged that much contemporary education takes place within a dominant audit culture, in which accountability becomes a powerful driver of educational practices. In this culture both pupils and teachers risk being configured as a means to an assessment and target-driven end: pupils are schooled within a particular paradigm of education. The article discusses some ethical issues raised by such schooling, particularly the tensions arising for teachers, and by implication, teacher educators who prepare and support teachers for work in situations where vocational aims and beliefs may be in in conflict with instrumentalist aims. The article offers De Certeau's concept of 'la perruque' to suggest an opening to playful engagement for human ends in education, as a way of contending with and managing the tensions generated. I use the concept to recover a concept of solidarity for teacher educators and teachers to enable ethical teaching in difficult times.

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Section: Teachers' Beliefs and Valuesmentioning

confidence: 99%

Wigs, disguises and child's play: solidarity in teacher education

Heilbronn

2013

Ethics and Education

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“…providing relevant education and training opportunities to researchers and students so that they will recognise the importance of ethical and legal aspects in publication, 2. fostering debate about ethically contentious research in education and publication (Aloni 2008), 3. developing practical policy guidelines/support for research ethics, 4. powerful regulatory structures which enforce mechanisms to maintain ethical standards in research and development (Cohen and Esmail 2007), 5. involvement of readers or respondents (social responsibility) in the research and ethics process (Saunders and Savulescu 2008).…”

Section: Strategies To Prevent Misconductmentioning

confidence: 99%

“…Aloni (2008) further argues that 'ethics and education are practical disciplines that are bound to deal with and are challenged by human predicaments, cultural ills and social evils' (p. 150). Therefore Teixeira and Rocha (2008, p. 17; also see Nejati et al 2009) contend that identification of such misconducts in any academic and scholarly practices is a first critical step in raising awareness and then fostering ethical and legal behaviours amongst graduates and scholars.…”

Section: Strategies To Prevent Misconductmentioning

confidence: 99%

Ethical and Legal Issues in Publication and Dissemination of Scholarly Knowledge: A Summary of the Published Evidence

Regmi

2011

J Acad Ethics

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Research publication and dissemination of scholarly knowledge in Higher Education Institutions (HEIs) are among the most influential roles of many academic scholars in both industrialised and developing nations, but such experience and skills are rarely taught, transferred and shared in the real world. Dealing with issues of research misconduct might be challenging as well as learning opportunities for new academics while conducting research and scholarship teaching and publication in HEIs. In this review paper, I will discuss some concepts of research misconduct, highlighting some relevant ethical and legal concerns in publication. This paper concludes that continued education and support on ethical research to graduates and scholars might help to prevent research misconduct related to publications and dissemination through developing appropriate strategies in practice.

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“…In a certain sense, this may be interpreted in view of Adorno's famous adage -'after Auschwitz, one cannot write poetry anymore.' The defence against these historic trends can only be conducted by those who identify them and see the proverbial writing on the wall: educators, academics and intellectuals who will organize themselves as an elite in service of society, and undertake to develop 'immunizations' to protect its younger citizens from hegemonic establishments that consider and treat people and 'usable and abusable' tools for achieving greater wealth and domination (Aloni, 2008a). These two quotes are founded on the realization that the human race has produced such abominable atrocities, that we may no longer live our life as if it were just a matter of daily routine.…”

Section: The Professional Self-image and Pedagogical Presence Of Teacmentioning

confidence: 99%

Education and Humanism

Veugelers¹

2011

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The fundamental commitments of educators

Cited by 17 publications

References 8 publications

Wigs, disguises and child's play: solidarity in teacher education

Wigs, disguises and child's play: solidarity in teacher education

Ethical and Legal Issues in Publication and Dissemination of Scholarly Knowledge: A Summary of the Published Evidence

Education and Humanism

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