Empirical Moral Philosophy and Teacher Education

Autor/inn/en	Schjetne, Espen; Afdal, Hilde Wågsås; Anker, Trine; Johannesen, Nina; Afdal, Geir
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? Ethik; Ethics instruction; Teaching of ethics; Ethikunterricht; Psychiatrie; Moral value; Ethischer Wert; Moral; Kritisches Denken; Articulation; Artikulation (Ling); Artikulation; Aussprache; Konflikt; Bildungspraxis; Ausland; Norwegen
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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01