Literaturnachweis - Detailanzeige
Autor/inn/en | Schjetne, Espen; Afdal, Hilde Wågsås; Anker, Trine; Johannesen, Nina; Afdal, Geir |
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Titel | Empirical Moral Philosophy and Teacher Education |
Quelle | In: Ethics and Education, 11 (2016) 1, S.29-41 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1744-9642 |
DOI | 10.1080/17449642.2016.1145498 |
Schlagwörter | Ethics; Ethical Instruction; Professional Identity; Teacher Education Programs; Psychiatry; Moral Values; Morale; Critical Thinking; Articulation (Education); Conflict; Interference (Learning); Praxis; Educational Practices; Foreign Countries; Norway |
Abstract | In this paper, we explore the possible contributions of empirical moral philosophy to professional ethics in teacher education. We argue that it is both possible and desirable to connect knowledge of how teachers empirically do and understand professional ethics with normative theories of teachers' professional ethics. Our argument is made in dialogue with the moral philosophy of Charles Taylor and the emerging tradition of "empirical ethics" in psychiatry. We also draw on empirical data from a larger empirical project on teachers' professional ethics in Norway. Our main contribution is the development of a method for empirical professional ethics that involves three steps: articulation, disturbance and expansion. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |