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The use of reflection in preparing student teachers for ethical practice. Camilla Cole Liverpool Hope University colec @hope.ac.uk. Aims:. To contextualize professional ethics in relation to Part 2, Teachers’ Standards

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the use of reflection in preparing student teachers for ethical practice

The use of reflection in preparing student teachers for ethical practice

Camilla Cole

Liverpool Hope University

colec@hope.ac.uk

slide2
Aims:
  • To contextualize professional ethics in relation to Part 2, Teachers’ Standards
  • To support opportunities for reflection and review of professional ethics as part of teacher education to support development of ethical practice
  • To review current literature in relation to professional ethics and reflection as key elements of teacher education
the context
The context
  • “The Important of Teaching” (DfE, 2010)
  • “Training the Next Generation of Outstanding Teachers” (DfE, 2011)
  • Teachers’ Standards Part 2 (DfE, 2011)
focus of presentation
Focus of presentation
  • Ethical practice as professional knowledge
  • Reflection on professional ethics and the ethical role of the teacher
  • Criticisms of reflective practice
professional ethics as professional knowledge
Professional Ethics as Professional Knowledge
  • Professional ethics informed by virtue ethics
    • (Carr, 1992; 2005; 2006)
  • ‘Ethical literacy’
    • (Mahoney, 2009)
  • Ethical knowledge
    • (Campbell, 2004; Bullough, 2011)
reflection on professional ethics and the ethical role of the teacher
Reflection on professional ethics and the ethical role of the teacher
  • Using standards to measure competence of ‘becoming’ a teacher
    • Mahoney, 2009; Stevens, 2010, Carr, 1993 and similar criticisms from the United States, for example in Stokes, 1997
  • Reflection used as a method to evaluate pre-professional experiences in early teacher education
    • for example: Lortie, 1975; Nagle, 2009; Chitpin, 2006; Hobbs 2007
  • Guided reflection to support at the start
    • Reiman, 1999 in Bullough, 2011; Carr, 2006; Bullough, 2011
  • Reflection as a key to better understand ethical teaching
    • Campbell, 2004; Carr, 2005 and 2006; Colnerud 1997 in Bullough, 2011;Reiman, 1999 in Bullough, 2011; Johnson and Reiman, 2007.
criticisms of reflection as a method for developing practice
Criticisms of reflection as a method for developing practice
  • ‘speed of thought’
    • Eraut, 1994
  • Frameworks for reflections
    • Lizzio and Wilson, 2007; Ghaye, 2007, 2010
final thoughts
Final thoughts
  • Challenging the policy context of teacher as ‘instructor’
  • Part 2 of the Teachers’ Standards
questions questions
Questions, questions…
  • To what extent to do you think that preparing student teachers for the ethical dimensions of their work is important for you as teacher educators?
  • How far do you think it is a concern for student teachers? Why? And how do you know? What do students say / do to give you this impression?
  • How do you think we can create opportunities for ethical practice with student teachers without it being seen as a compulsory component of the course? Is there time? Should there be time?
  • I’m interested in definitions – do you see differences between the terms ‘values’ and ‘ethics’?
  • What do you think are the 3 questions you would raise about ethics in teacher education? (with students / colleagues / both?)