NDLI: The Origins of Ethical Knowledge in resolving Ethical Dilemmas in Teaching

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The Origins of Ethical Knowledge in resolving Ethical Dilemmas in Teaching

Content Provider	Semantic Scholar
Author	Ta, Tina L.
Copyright Year	2016
Abstract	Using a qualitative research methodology, this present study provides a descriptive account of the experiences of three Ontarian teachers in how they use the “ethical knowledge” that they possess in their attempts to resolve ethical dilemmas in their work. Through one-on-one interviews, this study investigates the nature of ethical knowledge in teaching by exploring three critical research questions: How does a teacher’s professional knowledge inform his/her ethical decision-making? How does a teacher’s personal experience and personal morality inform his/her ethical decision-making? When professional knowledge and personal morality conflict, which one is favoured and why? The findings from this study suggest that professional knowledge in teaching and personal morality are constantly intersecting and colliding and are, thus, inseparable. Seven key themes emerged from this study that illustrate the complex relationship between the professional knowledge and personal morality of the three teachers: ethics vs. morality; dilemmas; understanding and communication; care; collegiality; experience, wisdom, and mentor; and identity, integrity, and image. In making recommendations on how to foster ethical knowledge in teaching, all three teachers called for a space for open discussion about the ethical dimensions of teaching. Such spaces included weekly staff meetings or professional development days.
File Format	PDF HTM / HTML
Alternate Webpage(s)	https://tspace.library.utoronto.ca/bitstream/1807/72296/1/Ta_Tina_201606_MT_MTRP.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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