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PKIC 2008

PKIC 2008. Jacqui Sprenger Phone: 5440 7000 Email: j.sprenger@cqu.edu.au On campus Wednesday and Thursday. Kate Treen Phone: 5440 7000 Email: ktree2@eq.edu.au On campus Thursday only. Who are your teachers?. Who are you?. Final year students in Primary and ECE

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PKIC 2008

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  1. PKIC 2008

  2. Jacqui Sprenger Phone: 5440 7000 Email: j.sprenger@cqu.edu.au On campus Wednesday and Thursday Kate Treen Phone: 5440 7000 Email: ktree2@eq.edu.au On campus Thursday only Who are your teachers?

  3. Who are you? Final year students in Primary and ECE Parents, employees, business owners, partners…?????

  4. What is PKIC about? • Final course in the suite of BLM Professional Knowledge courses

  5. Designed to equip you for • working in the teaching profession • Working as an ethical practitioner • Preserving your membership of a profession in this complex world • understanding how education, schools and the professions are influenced and shaped by broad socio-political context

  6. How is the course administered? Tutorials each week on campus. Attendance rolls marked in tutorials Blackboard support If any problems with access please email ITD on helpdesk@cqu.edu.au Study Guide

  7. Course profile Either through blackboard http://e-courses.cqu.edu.au or through http://courseprofile.cqu.edu.au/

  8. Course Learning outcomes and content outlined in Study Guide and Course Profile The content of Professional Knowledge in Context is divided into two modules:

  9. Module One: Dilemmas professionals encounter and strategies used to explore ethical dilemmasThis module identifies some of the dilemmas and issues that learning managers have encountered, or might encounter, in discharging their professional responsibilities in specific educational contexts. Some of these issues arise from the development of policies and the passage of legislation for whose implementation learning managers are responsible. Other issues become dilemmas when learning managers need to choose from among competing options and/or when there is a fundamental conflict between some or all of those options and a learning manager's professional ethics and philosophical framework. The goal of this identification is to emphasise to students that learning management is an active and continually changing set of processes requiring flexibility and critical reflection rather than the passive application of previously acquired information.

  10. This module also focuses on some of the resources and strategies that learning managers use to engage with and resolve the dilemmas and issues, and to implement and monitor the policies and legislation that they encounter in specific educational contexts. The goal of this focus is to alert students to the wide range of assistance available to them in meeting their legal, ethical and professional requirements and responsibilities.

  11. This module maps as many as possible of the multiple and varied contexts in which learning managers work. The goal of this mapping is for students to understand and value the complexity and diversity of contexts in which learning managers enact their professional knowledge and identities.This module also critically examines some of the concepts on which learning managers draw to talk about their professional knowledge and identities in specific contexts (for example, but not limited to: agency; authenticity; autonomy; border crossing/border pedagogy; brokerage; communities of practice; critical cases; critical incidents; ethics; futures; globalisation; knowledge base; professionalism; reflexivity; sacred, cover and secret stories; teacher burnout and stress; teacher resilience; and work). The goal of this examination is to add to students' developing philosophy and conceptual framework guiding and informing their professional practice Module Two: Contexts and Concepts: Towards developing a professional philosophy and identity

  12. 1. Analyse how a learning manager applies her/his professional knowledge in a particular context and engages in ethical decision making. 2. Articulate and justify an educational philosophy for applying professional knowledge in particular contexts There are two assignments for this course. Both assignments must be completed to receive a grade for the course. ASSESSMENT: Due date: End of Week 5ASSESSMENT Weighting:50%Length:1500 – 2000 words Due date: End of Week 12ASSESSMENT Weighting:50%Length:1500-2000 words (or equivalent)

  13. Readings each week The blackboard site lists the readings for the next week’s tutorials Tutorial activities will be drawing from those readings so make the time to read them.

  14. Over the last few years…….. • You have built up a knowledge base about things like: • how learners learn best • how to interpret syllabus documents and broader institutional curricula • how to best deliver the curriculum considering your learners’ needs and interests (pedagogy) • how to plan for learning (short, medium and long term) • how to assess your learners’ performances and report • how to resource your teaching • how to provide valuable learning experiences for a diverse range of learners • how to effect ‘life long learning attributes’ in learners • how to manage learner behaviours……….

  15. PKIC is about professions, professional ethics and how teachers understand themselves as professionals. One of the main aims of this course is to help you develop your sense of professionalism (how you act as a professional) and to identify what you value in being a member of the teaching profession. At this initial stage of the PKIC course we should record what you already understand in relation to your personal professional philosophy. So, before we go any further……For the next 15 minutes, individually write a brief personal professional philosophy. You will hand this in today and we will revisit it later in the course…

  16. NOWA little bit about ‘ethics’

  17. Ethics is a branch of philosophy Ethics may be regarded as the human capacity to make wise judgments based upon sound values. It is about doing what is right and proper.

  18. We bring our own sense of morality to situations, but it is important to realise that our personal morality is a product of our culture and family as well as our personal experiences (Freeman, 1997)

  19. Personal morality is related to, but not the same as professional ethics. Within a profession there will be significant variations in opinions on moral issues. However, it is important for members of a profession to share professional values, ideals and ethics (Freeman, 1997)

  20. A code of ethics would include the beliefs of the group about what is right rather than expedient, what is good rather than simply practical, a description of acts which members of the group must never engage in or condone, even if those acts would work or if members could get away with them or acts to which members much never be accomplices, by- standers or contributors (Katz, 1980) “Professional ethics is a shared process of critical reflection upon our obligations as professionals” (Feeney and Kipnis, 1991. p. 42)

  21. This is about teachers as professionals Everyday, teachers make thousands of decisions. What to teach and how to teach it? Who to award favours to? Who to believe and who to administer behaviour consequences to? Which learners will I put in which groups? Who to give attention to at this time? What to value and what to ignore? When to report a suspected problem? When to speak about students and when to keep silent…

  22. These should not be decisions made without proper consideration for what is right and good in your particular context (historical, cultural, geographical, linguistic, political, economic)

  23. Many of the problems that need solving in education are not simple – are not black or white – do not have a clear, technical fix . An ethical dilemma refers to a specific situation which involves the choice between two or more alternative courses of action in which the choice of one of the alternatives sacrifices advantages that might ensue if another alternative were chosen. Each solution has varying degrees of advantage or disadvantage for different people concerned. Ethical dilemmas characteristically involve conflict between two or more core values. There is no clear right or wrong answer.

  24. Consider this ethical dilemma Here's a dilemma for you...what would you do? Only one question, but it's a very important one. Please don't answer it without giving it some serious thought. By giving an honest answer you will discover where you stand morally. The test features an unlikely, completely fictional situation, in which you will have to make a decision. Remember that your answer needs to be honest, yet spontaneous.

  25. You're in Florida...In Miami, to be exact... There is chaos around you,caused by a hurricane and severe floods. This is a flood of biblical proportions. You are a photo-journalist working for a major newspaper caught in the middle of this great disaster. The situation is nearly hopeless.You're trying to shoot career-making photos. There are houses and people swirling around you, some disappearing under the water. Nature is showing all its destructive fury.You see a man in the water; he is fighting for his life, trying not to be taken away with the water and debris. You move closer. Somehow the man looks familiar.Suddenly, you know who it is... it's George W. Bush!

  26. At the same time you notice that the raging waters are about to take him under, forever. You have two options. You can save him or you can take the most dramatic photos of your life. So, you can save the life of George W.Bush, or you can shoot a Pulitzer Prize winning photo, documenting the death of one of the world's most powerful men.Now, on the following slide is the question (please give an honest answer):

  27. Would you select color film, or rather go with the classic simplicity of black and white?

  28. Seriously though - if we consider the question - what would you do?

  29. Saving an individual’s life but foregoing the rights of the collective to pictorial knowledge about an important event ? What is right in this case? Or, is it right and good that you as a journalist should take the photos with the risk of the person dying?

  30. What about your own individual rights to capitalise on your good fortune as a journalist to enhance your own work prestige?

  31. Society of professional journalists code of ethics: What about the code of ethics as a journalist?Don’t you have a duty to bring important news events to the people? Members of the Society of Professional Journalists believe that public enlightenment is the forerunner of justice and the foundation of democracy.

  32. Is it a moral act to take photos of a dying person when you might be able to save them instead?Is it always going to be a matter of remaining professional ie. remaining loyal to the code of conduct for journalists??

  33. How can you decide?

  34. When does acting professionally clash with your own personal morality?

  35. e.g.What if ?: • The teaching program requires you to teach about Anzac Day, and you oppose this as the celebration of war • Education policy requires the inclusion of SWD but you work in a ‘streamed’ (segregated) school • A year 11 student confides that she terminated a pregnancy without her parents’ knowledge and regrets it desperately, but demands your silence. • At a local night club on Saturday night you notice underage students who are purchasing alcohol. • Your best friend’s child is in the class next door and is constantly disruptive. • At a party at your house, your flat-mate (and colleague) publicly criticises the principal of your school • A friend’s ex has moved without notice and taken their children. Coincidentally, they enroll in your school. • You suspect that a student may have a learning disability, but the parents refuse further testing, ascertainment or diagnosis. • You are personally opposed to the use of amphetamines to treat ADD/ ADHD. A parent comes to you for advice after her child has been prescribed such medication by a paediatrician. • School policy requires you to withhold access to resources/ activities when students have not paid their textbook hire fees • You are teaching the difficult child of a senior/ supervising teacher or member of the admin team….

  36. You will need to weigh up many factors – you will need to draw upon your personal professional philosophyWe will help you learn to do this

  37. Because society is indifferent and because we as members of society are floating in a kind of purposelessness, it is easy to dismiss talk of ethical action as romantic, foolish, or even quaint. This image of quaintness is intensified in schools increasingly bent toward a narrow agenda of efficiency and control. But we need to talk of ~ values-. of what ought to be-if we are ever to really understand- ourselves, our situations, and our options, and if we are ever to undertake meaningful action toward improvement in schools or in society. The problems we face today are not essentially technical or material problems; they are, at their heart, moral problems. Ayres, W. (1993)

  38. Some activitiesfor this week • Read “So you want to be a teacher?” from Groundwater-Smith, S., Cusworth, R., and Dobbins, R. (1998) Teaching Challenges and Dilemmas and • Complete the associated reflective activities. • Don’t forget to get a copy of the information/ethical clearance form for your interview, and the page of assignment tips for task 1

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