Sensing as an Ethical Dimension of Teacher Professionality

Autor/inn/en	Edling, Silvia; Frelin, Anneli
Titel	Sensing as an Ethical Dimension of Teacher Professionality
Quelle	In: Journal of Moral Education, 45 (2016) 1, S.46-58 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
DOI	10.1080/03057240.2015.1127801
Schlagwörter	Ethics; Teacher Responsibility; Decision Making; Violence; Standards; Teacher Characteristics; Teacher Student Relationship; Power Structure; Aggression; Gender Bias + Suchen Sie Ihr Suchwort? Ethik; Lehrverpflichtung; Decision-making; Entscheidungsfindung; Gewalt; Standard; Teacher student relationships; Lehrer-Schüler-Beziehung; Geschlechterstereotyp
Abstract	The purpose of this article is to theoretically discuss how teacher professionality, as an aspect of teacher professionalism, can be understood in relation to the notion of sensing within the "ethics of alterity" and the "ethics of dissensus," both of which express a desire to contest the various forms of violence in society. Subsequently, in this case the conceptualisation of "sensing" can be regarded as highly important for introducing a relatively new dimension into the field of teacher professionality and, as such, the nuancing of teachers' professional judgements. The results suggest that the notion of sensing in teachers' judgements: (1) troubles given categories; (2) highlights the vulnerability of educational relationships; (3) leads to unlimited responsibilities amongst teachers; and (4) obliges teachers to constantly re-evaluate their sensed judgements for the sake of others. (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