Teacher Identity
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Palmer & Walsh (2017) - The Courage to Teach
Snook (2003) - The Ethical Teacher
Analytical Movement
Language in Education
Teaching of Attitudes
O'Neill (2019) - Teachers & Ethics
Code of Ethics
There is no set way to deal with a dilemma
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Beliefs/Ideal Approach
This is how you deal with dilemmas
Move from CoE to CoPRS
The criticism of the analytical movement was that it helped provide clarity so everyone had the same understanding, which was the intention of the change from CoE to CoPRS - there was too much ambiguity and it needed to be clarified. But interestingly, the analytical movement is not seen as the best thing because it took away the space for teachers to critically analyse
the issue with assuming that teachers have knowledge with them to understand the various meanings and interpretations
Interesting that Snook (2003) gives you ways to manage these ethical dilemmas but seems to use very general vague scenarios so that it seems applicable whereas O'Neill (2019) does not shy away from the fact that there is no one size fits all and the context always matters
This is where I think its important to reflect and examine what your beliefs/ideals are. Not only does this form part of your teacher identity, but it also is important so you can make sure you are doing right by your ākonga, not what you believe is right. But also, because it allows you to show your ākonga how to reflect on their beliefs and see how that shapes their attitudes like it has your own.
Olsen (2016) - Teaching for Success
Rules/Principles Approach
Defend & Reinforce Societal Values
do we have to defend & reinforce the societal values? what if by doing so we cause more harm? Could we take an rules/principles approach and ask ourselves if we need to follow this rule or is there an exception?
loco parentis
Teaching as a women's job
Olsen (2016) talks about historically that teaching was seen as a nurturing job, which is why women did it and because they were women who were so charitable they would accept poor pay. This was maintained by the fact many women accepted the low pay because they could not enter the male-dominated work force. This nurturing is still seen. Snook (2003) talks about the expectation of teachers taking some of that caregiving role on.
It makes me wonder about nursing, where they are paid poorly too. Nursing is also seen as nurturing and a 'women's' job. Is there a link there?
Conflict between Rules and Own Beliefs
Balance Between Own Goals and Competing Contexts
Just like teachers are trying to find a balance between their goals for their ākonga and the political, social and historical contexts. As teachers you have to find a balance between your ethical beliefs and rules
Power & Authority
Conflicting Principles
Olsen (2016) talks about who has the ultimate power to make decisions - teachers or policy makers/ the state? In the same way who makes the decision on which principles take precedence? Who has that power? Why do they have that power?
Identity & Integrity
Distinct Stages of PreService Teachers
In Olsen (2016) it explains Fuller & Brown (1975) stages of pre-service teachers and it hinders their performance. Its about how we lose heart and get swept up in worrying. But I think reading Palmer & Walsh (2017) helped because it restored my hope by reminding me that in the end I will always have my identity and integrity and it will. help me through. We all know why we are here doing teaching, and that's what will keep us going.
The Struggle of PreService Teachers
Ethical Dilemmas
Olsen (2016) talks about how sometimes new teachers struggle put into practice their inclusive, liberal, progressive knowledge because they work at typically conservative schools (Zeichner and Tabachnick -Washout, 1981 as cited in Olsen, 2016). Which comes back to the dilemma as teachers. Do we do what is best for our ākonga or do we value the culture of the school community we have entered?