Teachers' Critical Incidents: Ethical Dilemmas in Teaching Practice

Autor/in	Shapira-Lishchinsky, Orly
Titel	Teachers' Critical Incidents: Ethical Dilemmas in Teaching Practice
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 27 (2011) 3, S.648-656 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2010.11.003
Schlagwörter	Grounded Theory; Ethics; Teacher Attitudes; Classification; Coding; Computer Software; Models; Conflict; Teacher Response; Teaching Conditions + Suchen Sie Ihr Suchwort? Ethik; Lehrerverhalten; Classification system; Klassifikation; Klassifikationssystem; Codierung; Programmierung; Analogiemodell; Konflikt; Lehrerkommentar; Lehrbedingungen; Unterrichtsbedingungen
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. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10