Teachers' critical incidents: Ethical dilemmas in teaching practice

Orly Shapira-Lishchinsky

doi:10.1016/j.tate.2010.11.003

Teachers' critical incidents: Ethical dilemmas in teaching practice

Research output: Contribution to journal › Article › peer-review

Abstract

The aim of this study is to explore ethical dilemmas in critical incidents and the emerged responses that these incidents elicit. Most teachers try to suppress these incidences because of the unpleasant feelings they evoke. Fifty teachers participated in the study. A three-stage coding process derived from grounded theory was utilized. A taxonomy of critical incidents by means of the ATLAS.ti 5.0 revealed a multifaceted model of ethical dilemmas, among them clashing with rules, standards, or norms in school, as well as a multitude of derived responses. The results encourage the development of educational programmes based on teachers' critical incidents.

Original language	English
Pages (from-to)	648-656
Number of pages	9
Journal	Teaching and Teacher Education
Volume	27
Issue number	3
Early online date	10 Dec 2010
DOIs	https://doi.org/10.1016/j.tate.2010.11.003
State	Published - Apr 2011

Keywords

Ethical dilemmas
Ethical knowledge
Ethics
Schools
Teaching

All Science Journal Classification (ASJC) codes

Education

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10.1016/j.tate.2010.11.003

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abstract = "The aim of this study is to explore ethical dilemmas in critical incidents and the emerged responses that these incidents elicit. Most teachers try to suppress these incidences because of the unpleasant feelings they evoke. Fifty teachers participated in the study. A three-stage coding process derived from grounded theory was utilized. A taxonomy of critical incidents by means of the ATLAS.ti 5.0 revealed a multifaceted model of ethical dilemmas, among them clashing with rules, standards, or norms in school, as well as a multitude of derived responses. The results encourage the development of educational programmes based on teachers' critical incidents.",

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AB - The aim of this study is to explore ethical dilemmas in critical incidents and the emerged responses that these incidents elicit. Most teachers try to suppress these incidences because of the unpleasant feelings they evoke. Fifty teachers participated in the study. A three-stage coding process derived from grounded theory was utilized. A taxonomy of critical incidents by means of the ATLAS.ti 5.0 revealed a multifaceted model of ethical dilemmas, among them clashing with rules, standards, or norms in school, as well as a multitude of derived responses. The results encourage the development of educational programmes based on teachers' critical incidents.

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Teachers' critical incidents: Ethical dilemmas in teaching practice

Abstract

Keywords

All Science Journal Classification (ASJC) codes

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