This chapter discusses a form of pedagogy of reflection suggested to be defined as the dialogical-reflective professional-development school (DRPDS)
a framework that develops and empowers students by engaging them in a process of continual improvement, responding to diverse situations, providing stimuli for learning, and giving anchors for mediation. The pedagogy of reflection relates to dialogue not only from a theoretical historical context but also by way of example
that is, it offers empowering dialogues within the (...) traditional teacher-training framework. This chapter outlines the importance of the pedagogy of reflection in the multicultural educational space of the preservice education field in Israel, analyzing the first university PDS model. The pedagogy of reflection in the context of the educational dialogue of educators is outlined as a tool for student empowerment, achieved through a community of learners who dedicate space to the development of their whole personality within the profession, taking a moral stance toward the educational discourse, minimizing judgmentalism and prejudice, creating national/gender equality with the goal of examining the fundamental question of educational performance, and reinforcing their sense of organizational belonging within the system. In these contexts, the chapter is based on the elements of dialogical philosophy exemplified in the thought of Burbules, Nelson, Isaacs, Bohm, and Heckmann and the reflective basis of educational and organizational performance exemplified in the writings of van Manen. The chapter also presents two examples from a project in which teaching units based on dialogue and reflection were developed within a dialogic community that represents in its very being collective empowerment, the possibility of coping with problems that are too large for an individual to solve on his/her own, and an alternative to sealed and alienated organizations. (shrink)

Almost a hundred years ago, John Dewey clarified the relationship between democracy and education. However, the enactment of a 'deeply democratic' educational practice has proven elusive throughout the ensuing century, overridden by managerial approaches to schooling young people and to the standardized, technical preparation and professional development of teachers and educational leaders. A powerful counter-narrative to this 'standardized management paradigm' exists in the field of curriculum studies, but is largely ignored by mainstream approaches to the professional (...) class='Hi'>development of educators. This paper argues for a reconceptualized, differentiated, and 'disciplined' approach to the professional development of educators in democratic societies that builds capacity for curriculum leadership. In support of this proposal, we amplify the tenets of Dewey's pragmatic social and educational philosophy, which have long been at the heart of democratic educational thought, with Badiou's more contemporary thinking about the important relationships between truth as inspirational awakening, subjectification as existential commitment, and ethical fidelity as 'for all' action. (shrink)

This paper describes three social studies teachers’ participation in an approximately 50-h, 13-month, Lesson Study-type professional development program called Beyond Words. The program centered around promoting teachers’ understanding of historical domain knowledge through experiences with innovative visual curriculum materials and sustained collaboration. This qualitative investigation answers: To what degree can Beyond Words help in-service geography teachers design and implement powerful instruction centered around historical photographs? Throughout Beyond Words the teachers demonstrated a spirit of open-mindedness and a willingness to (...) experiment with unfamiliar ideas; they planned and implemented a lesson that featured engaging historical photographs, thinking critically about the past, and making claims about a public issue. At the end of the program, however, they demonstrated conventional approaches toward social studies instruction, especially regarding curriculum and assessment. The work shared here suggests that helping teachers craft high-quality questions to anchor student-inquiry and scaffolding teachers’ sensemaking of student-outcome data should be high priorities for professional development providers. (shrink)

El perfeccionamiento del desempeño profesional del laboratorista clínico constituye una necesidad, por lo que el objetivo de la investigación fue elaborar una estrategia para la superación profesional del tecnólogo de la salud en laboratorio clínico a partir de la integración con las ciencias básicas biomédicas. La estrategia se efectuó en la Facultad de Tecnología de la Salud de Camagüey. Su factibilidad fue valorada por expertos y la validación se llevó a cabo con un pre experimento pedagógico que se desarrolló en (...) el curso 2014- 2015. Los resultados corroboran su efectividad. The improvement in professional performance of clinical lab technicians is a continuous necessity. As such, the aim of the research was to develop a strategy for achieving improved professional development for health technologists specialized in clinical laboratory practices through integration with basic biomedical sciences. The study was conducted at the School of Health Technology in Camagüey. Its feasibility was assessed by experts and validation was performed with a pre-pedagogical experiment that developed during the 2014- 2015 academic year. Results confirm the effectiveness of the strategy as developed within the scope of the study. (shrink)

The task of teaching students how to think well rests formally with schools and the classroom teachers who work within them. The education system has a responsibility to fulfil the need for relevance in the school curriculum. A corollary is that the teaching profession, through collective efforts, needs to transform the ways in which curriculum and teaching are conceived. This is not to say that teachers cannot or should not work with existing curriculum, but rather that we need to (...) reconceptualise the ways in which we approach curriculum, teaching and learning. Professional development for teachers to teach philosophically needs to move away from an in-service model that relies on ‘skilling-up’ to one of an ‘apprenticeship’ in self-correction which allows teachers to help themselves. Teachers, as professionals, need to keep abreast of new ideas and insights; to extend their professional development to joining professional associations, attending and presenting at conferences, undertaking further study, and engaging in ‘collaborative negotiation’ with universities, consultants, teacher educators, professional bodies, and in-service providers in the development of deliberative and reflective capabilities, pedagogical practices, and classroom materials as ways of assessing their own philosophical progress. (shrink)

This article analyses the relations that teachers and school leaders establish with themselves and with others—especially those who would seek to govern them—through the professional and personal–professional activities that increasingly accompany pedagogical and administrative practice today. Specifically, the article seeks to analyse the conditions under which such ‘ethical-governmental’ relations have become possible and to clarify the lines of power, truth and ethics that are in play within them. In this way, it is argued, their intelligibility may be (...) recovered; their contingencies disclosed. The article first posits a non-psychologised, ‘enfolded’ notion of the self on which analysis rests before turning to an analytics of government of the conditions themselves. An important element within this entanglement of diverse events, discourses, practices and foldings is the ensemble of policies and practices developed by the Australian Institute for Teaching and School Leadership. The article argues that the programmes of this national agency are a salient and widespread force for acting upon teachers’ and school leaders’ self-constitution as a subject of their own actions—a subject which, in consequence, is enjoined to be more agile, self-reliant, engaged and entrepreneurial than its ‘routine-bound’ predecessors; a subject we describe as the ‘adaptive professional’. (shrink)

The rapid expansion of competence‐based education through the work of the National Council for Vocational Qualifications has now, thanks to generous public funding and official endorsement by the Department for Education, penetrated the theory and practice of professional studies in teacher education at both school and post‐school levels. The NCVQ model of CBE is criticised and alternatives described. The current NCVQ approach is neither the only nor necessarily the most appropriate model of occupational development on offer. (...) Models of professionalism based on the concept of ‘expertise’ are recommended as the ones most likely to produce the reflective practitioners required to enhance the status and quality of teaching in schools and colleges. (shrink)

The study identified the level of competencies and the extent of professional development needs of kindergarten teachers in the Sultan Kudarat Division, during the school year 2019 - 2020. The study employed a descriptive method. The study involved 54 kindergarten teachers in the division in accomplishing the 12-item self-assessment instrument. Data were analyzed using descriptive statistics. The results revealed that kindergarten teachers have a high level of competencies in content knowledge and pedagogy, learning environment and diversity of (...) learners, curriculum and planning, and assessment and reporting. These indicate that they possess almost all of the competencies of efficient teachers. Results further revealed a very high extent of professional needs in content knowledge and pedagogy and the learning environment and diversity of learners, while they had a high extent of professional needs in the remaining domains. Since they reported very high priorities in content knowledge and pedagogy and the learning environment and diversity of learners, these areas would be the main considerations in the crafting of a professional development plan. (shrink)

This study reports on a longitudinal inquiry into professional identity construction among six novice cross-border English language teachers from mainland China, who completed their pre-service teacher education in Hong Kong (HK) and began their teaching practice in local HK schools. The findings indicate that the participants navigated obstacles in teaching by deploying their own multiple languages as a cultural and linguistic repertoire. The findings also show that the teachers experienced difficulty legitimising their professional identity in the teaching community, (...) where contextual issues and power interplays mediated the process. Furthermore, it is found that the participants? commitment to teaching was negatively influenced by their non-legitimate position in the teaching community and the discordance between their teaching beliefs and the norms and values of their workplace. This study suggests that complex inter-relationships between marginal status in and legitimate membership of the community, between historical and cultural background, present practice, and future expectations, between social discourse and personal location, are involved in the process of identity construction. Measures to legitimate these teachers? position and to transform the linguistic and cultural repertories of these teachers into valuable resources of the local schools are suggested. Implications for future research are outlined. (shrink)

Chinese students’ outstanding performance in several rounds of PISA tests has attracted extensive attention on Chinese teacher professional development practices and system. The school-based teachi...

Developing students’ skills to pose and respond to questions and actively engage in inquiry behaviours enables students to problem solve and critically engage with learning and society. The aim of this study was to analyse the impact of providing teachers with an intervention in inquiry pedagogy alongside inquiry science curriculum in comparison to an intervention in non-inquiry pedagogy alongside inquiry science curriculum on student questioning and other inquiry behaviours. Teacher participants in the comparison condition received training in four inquiry-based science (...) units and in collaborative strategic reading. The experimental group, the community of inquiry (COI) condition, received training in facilitating a COI in addition to training in the same four inquiry-based science units. This study involved 227 students and 18 teachers in 9 primary schools across Brisbane, Australia. The teachers were randomly allocated by school to one of the two conditions. The study followed the students across years 6 and 7 and students’ discourse during small group activities was recorded, transcribed and coded for verbal inquiry behaviours. In the second year of the study, students in the COI condition demonstrated a significantly higher frequency of procedural and substantive higher-order thinking questions and other inquiry behaviours than those in the comparison condition. Implementing a COI within an inquiry science curriculum develops students’ questioning and science inquiry behaviours and allows teachers to foster inquiry skills predicated by the Australian Science Curriculum. Provision of inquiry science curriculum resources alone is not sufficient to promote the questioning and other verbal inquiry behaviours predicated by the Australian Science Curriculum. (shrink)

In this paper, we conduct a secondary analysis of The Institute of Educational Sciences’ (IES) 2011-2012 Schools and Staffing Survey (SASS) data, a self-reported, nationally representative database to examine: (a) the average caseload of students with disabilities and emergent bilingual learners within and across social studies content areas, as well how social studies teachers’ caseloads compare with other content area disciplines and (b) the extent and perceived utility of professional development opportunities social studies teachers receive to support both (...) students with disabilities and emergent bilingual learners. (shrink)

Since the later decades of the 20 th century, Brazilian psychologists have been questioning a theoretical and interventional model in educational contexts, which consider psychological phenomena apart from their cultural contexts, in order to develop an approach based on a contextualized viewpoint. Despite progress having been made in educational psychology, as a result of this critical paradigm, this area still has problems to overcome: Psychologists are becoming increasingly separate from schools, and it is now common to find psychologists who are (...) professionally unprepared to perform in this context and furthermore, school principals do not always understand the role of psychologists in educational settings. However, educational demands exist in psychologists’ daily work in a range of contexts, indicating the relevance of this field and the urgency to improve psychologists' qualifications. Considering that Brazilian professional development programs for educators and psychologists are usually restricted to technical learning, often ignoring professionals’ real needs and claims, this research aimed to develop a special type of professional development program looking at the group as a source of development, in order to rethink professional development process from within a collaborative perspective. Research data was generated from a professional development program offered for psychologists and professionals who work within educational settings. This programme involved collaborative group work and was organized and conducted in such a way as to create conditions for change. Concepts of cultural-historical theory – social situation of development, crisis and perezhivanie – were used as analytic tools for data analysis. Analysis indicated the importance of the group as a source of development through dialogue and the co-construction of new ideas and possibilities. (shrink)

A causal-comparative, mixed methods design was used to study a partnership between a university and school district formed with the goal of improving history teachers’ United States history content knowledge to raise student engagement and achievement. Data were collected from middle and high school history teachers including teacher interviews, classroom observations, and student work. Student engagement surveys and academic performance data were also collected. Student academic performance was positively impacted and changes in classroom practice were found in the (...) treatment group. However, differences in student engagement between groups were not found to be statistically significant. (shrink)

This mixed methods study investigates whether technology mediated collaborative practices during a professional development (PD) session led to growth in the collective efficacy of 21 special education teachers at an independent 1-12 school in Southeastern Virginia. This school specializes in individualized instruction for students with learning differences not limited to Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, Specific Learning Disability, and their comorbidities. Teacher collective efficacy, which subsumes cohesive perceptions of classroom learning and behavior management, has (...) been shown as strongly related to student achievement and healthy school culture. Mastery experiences with specific tasks related to teaching and learning can spur collective efficacy. Cutting-edge technologies (Vibe and Newline collaborative all-in-one hardware and software interfaces) were used to engage teachers in an interdisciplinary vision boarding activity to outline academic, social, and technological goals within and across subject areas. Teachers also engaged in a behavior management reflection exercise. Pre- and post-survey analysis was conducted using a paired samples t-test, showing overall growth in collective efficacy after the brief PD session. Regression analyses revealed that technology savvy teachers grew most in collective efficacy. Network analysis of vision board output and a descriptive analysis of the behavior management surveys showed that teachers became united in interdisciplinary goals for learning, and in strategies for behavior management through conversational practices. (shrink)

This article considers the issues of adaptation and organization of the educational process, barrier-free environment and readiness for professional activity of students with disabilities in inclusive education in conditions of inclusive education in a medical university. The relevance of this work is determined by one of the priority areas of state policy in the field of higher education – access to higher education for people with disabilities in inclusive education. Inclusive education at the university is designed to ensure not (...) only the realization of the right of students with disabilities in inclusive education to higher education, but also to solve the problems of socialization and professional demand for such people. In order to improve the process of introducing inclusive education at the Ryazan State Medical University named after Academician I.P. Pavlov, a study was conducted, the main problems and ways of solving them were identified, related to the organization of the educational process, the conditions of the barrier-free environment and the readiness for professional activity of students with disabilities in inclusive education. An increase in the proportion of university teachers who have undergone advanced training in inclusive education also contributes to solving problems. Adaptation of educational programs and educational and methodological support for persons with disabilities includes psychological, pedagogical and tutor support etc. The organization of the educational process using distance education technologies is one of the priority conditions for teaching students with disabilities and/or HIA. The use of this technology makes it possible to significant-ly expand and modify some educational standards for students with disabilities in inclusive education, namely, to create an individual way for each student with disabilities in inclusive education in a medical university. It is proposed to use training techniques such as: online consultation of teachers; VR technologies; availability of training materials 24/7; online webinars that facilitate the inclusion of such students in the educational and research activities of the university. The professionally organized educational space and educational process of the university provide not only a high level of mastery of professional competencies, but also contribute to the formation of personal qualities of students with disabilities in inclusive education, necessary for their successful socialization, life and activity in society. (shrink)

Six African countries participated in an intercontinental professional development workshop developed by the science and math staff at the University of Iowa and supported by the Africa-America Institute. The 11-day workshop was designed to produce changes in goal setting, assessment practices, instruction, and curriculum structures for high school teachers. The article provides a detailed description of the workshop and discusses evidence of workshop successes. Preworkshop and postworkshop vision statements and curriculum units were used to track the progression (...) of five Kenyan educators as they moved toward constructivist-based practices. Teachers enhanced their views of science and math learning outcomes and learning environment as the workshop progressed. Specifically, teachers moved from emphasizing better grades and exam scores to greater student use of science and math skills. They also shifted from a heavily teacher-centered classroom view to a more student-centered classroom view. (shrink)

In poor and remote areas, teachers frequently encounter serious ongoing challenges and experience teacher exhaustion due to the uneven distribution of resource supply, and a shortage of professional support. Maintaining teachers’ professional wellbeing in an unfavorable teaching environment has become a major challenge. The current study explores teachers’ professional wellbeing in the context of a five-month-long professional development program designed for teachers in areas of deep poverty in China. This study adopted the method of narrative (...) enquiry and collected diaries written before and after the program from 46 primary school English teachers. Based on the manually analyzed data, it was found that teachers’ overall wellbeing at work was enhanced in terms of their professional meaning, engagement, and achievement. The systematic analysis of the diaries helped to better understand how the program exerted such an effect on teachers’ learning experiences and their wellbeing. (shrink)

The concept of a comprehensive language curriculum provides an important basis for the development of student's plurilingual competence. It ensures the inclusion of all students' language skills in language education, the creation of cross-linguistic connections, and the development of language awareness and awareness of language learning. Factors that influence the implementation of this concept at the school level are, amongst others: school leadership, collaboration among school staff, appropriate teaching methods, and beliefs and attitudes of all (...) members of the school as an educational community. To determine possibilities for the implementation of comprehensive language curricula in Croatian primary schools, qualitative methods were used to investigate beliefs of language teachers, professional associates, and school principals about the development of students' plurilingual competence, as well as language teachers' teaching practice and the ways plurilingual education is supported at school level. Data analysis shows that the participants mostly have monolingual beliefs when it comes to the development of students' plurilingual competence. Also, although most teachers state that they make comparisons between languages in their teaching, a systematic cross-linguistic comparison and cooperation in the planning and implementation of language education are almost completely absent. (shrink)

Developing Global Health Programming: A Guidebook for Medical and Professional Schools , edited by Jessica Evert, Paul Drain, and Thomas Hall, is reviewed. In spite of some editorial shortcomings, the book is a terrific aggregation of resources and reflections on the state of global health education that leaves readers with a multitude of useful and diverse tools, as well as directions about where to find additional ones.

Many researchers have identified a process they call ‘deskilling’, which they use to describe the daily experience of teachers who have been gradually losing control of their own labour within ‘low‐trust’ workplaces. Conversely, other scholars have found that under similar conditions, some teachers have their own ways of dealing with it which leads them towards a process of ‘reskilling’. This study is an attempt to explore the actual teachers’ perceptions towards their daily practice within the context of educational decentralization, a (...) neglected area of research which needs to be further discussed and explored. This paper uses data gathered from seven schools in Guangdong Province, China as a case study to show that educational decentralization in China not only results in teachers being deskilled because indirect control is still being maintained, but also provides a small number of teachers with a competitive working environment to reskill their pedagogical techniques and educational knowledge, and to pursue good practices in teaching under the pressure of competition. All in all, educational decentralization provides a context in which teachers can experience either deprofessionalization or reprofessionalization. (shrink)

In addition to preparing students for graduate school or emphasizing transferable skills that are useful in any career, philosophy departments ought to give majors the education and work experience that will train them to become ethics officers outside of academia. This is a growing field that allows students to engage non-philosophers in setting corporate policies and addressing morally significant social issues. Using a course in medical ethics as an example, I show how incorporating service-learning into philosophy classes benefits students (...) both academically and professionally, and also demonstrates the value of philosophy to the community and to academic administrators. (shrink)

In the first section, the author relates how laboratory schools and communities of practice are no longer limited to a single geographic location and how boundaries for professional development are disappearing because of information and computer technology, such as the Internet, the World Wide Web, and globalization. The second section provides a narrative account of the professional development workshop experiences that occurred during EdTech Summit Africa 2017. In the third section, the author reflects on the conditions (...) that she encountered in South Africa while leading professional development workshops on project-based learning and technology integration. This narrative underscores the importance of teacher... (shrink)

Much has been said about the formative process that occurs via the “hidden curriculum” of medical education during which many students experience a disconnect between the professional values espoused within the formal curriculum and the implicit values communicated through interactions with peers and mentors. Less attention, however, has been paid to the formation of the future medical self that takes place during students’ premedical years, a time in which many undergraduate students seek out immersive clinical experiences —such as medical (...) scribing— before applying to medical school. Despite the fact that medical scribes undoubtedly are affected by their clinical experiences, scribes are rarely offered opportunities to reflect on them. The authors contend that the developmental processes of medical scribes, especially those who intend on pursuing a career in the health professions, ought to be supported. This can be achieved, at least in part, through engaging in well-designed reflective sessions with other scribes. Encouraging students to reflect on their experiences can help them make sense of troubling events and give voice to the inconsistencies and value conflicts within medical practice that are so often ignored. The authors describe the development of their new Reflective Scribe program and offer suggestions for future directions. (shrink)

(1991). Some trends in the development of curricula for the professional preparation of primary and secondary school teachers in Europe: A comparative study. British Journal of Educational Studies: Vol. 39, No. 2, pp. 117-137.

Government responses to globalisation include developing educational leaders as reformers for workforce competitiveness in the knowledge economy. Qualitative research tracked interventions involving national leadership development bodies to acculturate leaders in secondary schools and universities. Acculturating leaders as reformers was mediated through interaction with professional cultures valuing autonomy. Yet mediation supported the government's global positioning through adapting reforms and independent innovation.

This book adopted a qualitative research methodology to explore novice teachers' professional development (TPD) under the background of the New Curriculum Reform in mainland China. With a purposeful sampling strategy, in-depth semi-structured interviews were employed to collect data from twelve novice primary school teachers. As the specific design of the qualitative method and research procedures have been demonstrated, this book could be the reading material for the courses such as Qualitative Research Methodology. Undergraduate and postgraduate students who (...) would learn qualitative research could be targeted as the audiences. Additionally, this book provides suggestions for pre-service and novice teachers. The study found that although TPD programs and better welfare are desirable, collegial support from seniors, internet resources and online courses, and self-reflection were more direct and effective in enhancing professional growth and reducing negative emotions developed from challenges in classroom management, workload, and accountability. This book also suggests three directions for the future development of TPD to school leaders and policymakers. First, more training on classroom management and time management is helpful as poor classroom management and excessive workload were the causes of teacher burnout. Second, more school-level mentoring is wanted because it is considered more effective than the state and individual-level opportunities of TPD. More development opportunities for teachers in rural areas are required to improve their professional competence and narrow their gap with their urban counterparts. (shrink)

During sudden school closures in spring 2020 due to the COVID-19 pandemic, teachers had to move to distance teaching. This unprecedented situation could be expected to influence teacher well-being and schools as organizations. This article reports a qualitative study that aims at understanding how changes in teachers’ professional lives that were related to school closure affected Swiss primary teachers’ professional well-being. In semi-structured online-interviews, 21 teachers from 15 schools sampled by snowball method reported their experiences during (...) school closure and distance teaching and how this situation influenced their professional well-being. Results showed that medium to high levels of teacher well-being could accompany a general negative evaluation of the move to distance teaching. Factors such as high work-load, social distancing and feelings of lack of competence and self-efficacy were among the most aversive aspects of distance teaching and associated with deteriorating professional well-being. Among a plethora of factors that supported teachers in maintaining their well-being, contextual work-related aspects such as school resources, collegial support or leadership support along with individual aspects such as resilience, coping strategies, and clear work structures were important. Additionally, it was found that teacher well-being was nourished by positive experiences with the new forms of distance teaching and feelings of professional mastery. Despite methodological limitations (snowball sampling, retrospective interviews), the findings of this study could inform schools and authorities about what is needed to support teacher well-being and might help to develop organizational strategies that aim at preventing harmful declines in teacher well-being during challenging and difficult times such as a pandemic. (shrink)

This study examined whether scaffolded lesson study might contribute to the emergence of a shared professional teaching knowledge culture among 4th grade social studies teachers. The study reports findings from a three-year lesson study professional development project that sought to develop professional teaching knowledge for problem-based historical inquiry among participating teachers. Participants included six 4th grade State History teachers from three different schools and three different school systems. Using qualitative data collected during three yearlong lesson (...) study cycles, we present evidence that suggests that lesson study can be used to develop a shared professional teaching knowledge culture among 4th grade social studies teachers. We suggest, however, that a combination of factors might contribute to variations in teachers' participation in that shared professional teaching knowledge culture including the degree to which the teachers embraced the public nature of lesson study. These factors include the teachers' idiosyncratic views of teaching and learning, the teachers' individual tolerance for socially constructing curricula, and the degree to which teachers acceded to cultural obstacles within elementary schooling. (shrink)

School violence research has mainly focused on the impact on students. Very few studies, even fewer from a cross-cultural perspective, have examined the relationships between school violence and teacher professional engagement, and the role played by teacher self-efficacy and school climate related factors. The present study utilizes a SEM research methodology to analyze the 2013 TALIS data. The purpose is to understand and compare the relationships in four different cultural contexts; the U.S., England, South Korea, and (...) Mexico. Results indicate, on average, that the significant and negative impacts of school violence on teacher professional engagement are partly mediated by teacher self-efficacy. The negativity of school violence is significantly alleviated by enhancing participation among school stakeholders and improving teacher–student relationships. The relationships among the factors apply across all four cultural systems, though, the effects of factors and variables vary to a degree. The paper also discusses other relevant issues and differences as well as their implications. (shrink)

For anyone concerned about students’ moral development, academic dishonesty presents a pervasive problem but also a promising possibility. The present paper describes the theoretical and empirical underpinnings of process-oriented, four-component model approach to promoting students’ “moral functioning” related to academic integrity, and the research project currently underway that is providing Web-based professional development to teachers for using the model in their high school classrooms. In doing so, we hope to develop a scalable approach that offers teachers (...) an opportunity to be the primary agents of change in transforming the problem of academic dishonesty into a possibility for positive youth development. (shrink)

Business students early on should be offered a course presenting and analyzing ethical dilemmas they will face as human beings both in the business world and in society. However, such a course should use literature, plays, and novels to illustrate ethical norms and values in the intertwined relationships of human activities. Better than business case studies, literature offers portraits of characters as leaders, employees, consultants, and other professionals, as ordinary human beings with conflicting desires, drives, and ambitions. Literary texts offer (...) excellent descriptions of the circumstances or the organizational settings in which people find themselves. I believe this is the best way to sensitize students without business experience when they are still open to such a formative learning process. At the same time, this pedagogical method linking ethics and literature may help to critically expose some of the weak or missing aspects of various management theories students encounter in their business curriculum and make them more observant and critical. (shrink)

In response to growing concern in the 1980s about the quality of public education across the United States, a tremendous amount of energy was expended by organizations such as the Holmes Group and the Carnegie Forum to organize professional development schools or “partner schools” for teacher education. On the surface, the concept of partnering is simple; however, the practice is very costly, complex, and difficult. In _Schooling, Democracy, and the Quest for Wisdom_, Robert V. Bullough, Jr. and John (...) R. Rosenberg examine the concept of partnering through various lenses and they address what they think are the major issues that need to be, but rarely are, discussed by thousands of educators in the U.S. who are involved and invested in university-public school partnerships. Ultimately, they assert that the conversation around partnering needs re-centering, refreshing, and re-theorizing. (shrink)

Teacher’s unethical professional behaviors affect students’ physical and mental health. Prevention should start with student teachers, but empirical research is lacking in China. This study surveyed over 2,000 student teachers from China to examine the psychometric properties of a student teachers’ unethical professional behavior tendencies scale which revised by primary and secondary school teachers’ unethical professional behavior tendencies scale. Exploratory and confirmatory factor analysis confirmed that a bi-factor model fit the data best. The final student teachers’ (...) unethical professional behavior tendencies scale comprised four subscales, including a general factor and four special factors. The student teachers’ unethical professional behavior tendencies scale correlated negatively with their professional ethical values and positively with perceived frequency of unethical professional behaviors of college teachers around them. The data supported the scale’s measurement invariance across gender, and male student teachers scored significantly higher on unethical professional behavior tendencies than female student teachers. The findings suggest that the student teachers’ unethical professional behavior tendencies scale is a useful instrument for assessing student teachers’ unethical professional behaviors in China. (shrink)

Co-published with UCEA, this new textbook tackles Standard #2 of the Professional Standards for Educational Leaders (PSEL)¿Ethics and Professional Norms. This volume includes specific strategies for school leaders to develop knowledge and skills in supporting the learning and development of all students, as well as understanding the dynamics and importance of ethics in leadership practice. By presenting problem-posing cases, theoretical grounding, relevant research, implications for practice, and learning activities, this book provides aspiring leaders with the background, (...) learning experiences, and analytical tools to successfully promote ethical leadership and student success in their contexts. Special features include: ¿ Case Studies¿provide an opportunity to practice ethical reasoning and engage in the discussion of complexities and debates within each case. ¿ Learning Activites¿a range of exercises help readers make connections to the PSEL standard. ¿ Important Resources¿includes resources that support and encourage students to explore each of the chapter¿s elements. (shrink)

The present study used social learning theory and situated learning theory as a way to examine secondary social studies teacher participants' formal and informal professional learning. Existing literature is just beginning to attend to the potential of informal professional learning and to distinguish between formal and informal professional learning, so this exploratory study used observations of scheduled and spontaneous professional learning experiences, semi-structured interviews with 12 secondary social studies teachers, and relevant documents to consider the following (...) research question: In what ways do high school social studies teacher participants engage in formal and informal professional learning? Results indicate that while secondary social studies teachers engage in a variety of formal and informal professional learning experiences, their informal learning experiences are the most valuable and significant for their classroom practice. While informal professional learning is not a replacement for traditional formal professional learning, lessons learned here can inform ways to improve formal professional learning and to capitalize upon teachers’ existing informal professional learning experiences. This study provides insight into the ways in which social studies teachers support their growth outside of formal professional development. (shrink)

This exploratory study investigates the ways in which secondary U.S. history teachers who attended two iterations of a teacher professional development workshop, focusing on the history of school desegregation in Virginia, planned to teach the history of school desegregation through historical inquiry. Conceptualizing the history of school desegregation as difficult history, the authors conducted the content analysis of 23 written lesson plans generated by workshop participants. The historiography of school desegregation, and research on four (...) dimensions of historical inquiry such as Change and Continuity, Causation, Multiple Perspectives and Historical Sources, guided the data analysis. The findings suggest that teachers in this study were most likely to design their inquiry around Causation, framing the history of school desegregation within the classical timeline of the Civil Rights Movement, which begins with the Brown v. Board of Education decision (1954) and ends with the Civil Rights Act of 1968. What was often absent in these inquiries was Massive Resistance, the backlash against the Brown v. Board of Education decision, collective and political actions of African American communities to implement the Brown decision, and varying perspectives within African American communities as well as Whites who opposed the Brown decision. Implications for theory and practice are discussed. (shrink)

A barrier to the development and refinement of ethics education in and across health professional schools is that there is not an agreed upon instrument or method for assessment in ethics education. The most widely used ethics education assessment instrument is the Defining Issues Test (DIT) I & II. This instrument is not specific to the health professions. But it has been modified for use in, and influenced the development of other instruments in, the health professions. The (...) DIT contains certain philosophical assumptions (“Kohlbergian” or “neo-Kohlbergian”) that have been criticized in recent years. It is also expensive for large institutions to use. The purpose of this article is to offer a rubric—which the authors have named the Health Professional Ethics Rubric—for the assessment of several learning outcomes related to ethics education in health science centers. This rubric is not open to the same philosophical critiques as the DIT and other such instruments. This rubric is also practical to use. This article includes the rubric being advocated, which was developed by faculty and administrators at a large academic health science center as a part of a campus-wide ethics education initiative. The process of developing the rubric is described, as well as certain limitations and plans for revision. (shrink)

Business students early on should be offered a course presenting and analyzing ethical dilemmas they will face as human beings both in the business world and in society. However, such a course should use literature, plays, and novels to illustrate ethical norms and values in the intertwined relationships of human activities. Better than business case studies, literature offers portraits of characters as leaders, employees, consultants, and other professionals, as ordinary human beings with conflicting desires, drives, and ambitions. Literary texts offer (...) excellent descriptions of the circumstances or the organizational settings in which people find themselves. I believe this is the best way to sensitize students without business experience when they are still open to such a formative learning process. At the same time, this pedagogical method linking ethics and literature may help to critically expose some of the weak or missing aspects of various management theories students encounter in their business curriculum and make them more observant and critical. (shrink)

Teachers' Professional Ethics: Theoretical Frameworks and Empirical Research from Finland is intended for international readers in education who want to learn the theoretical frameworks that guide teachers' ethics and that help them address concrete challenges in their everyday work. Scholars and teachers from different countries can use this book to widen their understanding of the Finnish educational system and teacher ethics. The authors provide examples of concrete moral dilemmas in teaching that can be more effectively navigated with the rational (...) principles and guidelines that philosophies of different ethical frameworks can provide. They argue that teachers require ethical skills, especially ethical sensitivity, in order to select the most beneficial course of action concerning diverse students in inclusive education. They should be purposeful in their profession to develop the motivation and resilience to continue their demanding but fulfilling work with long-term goals. Moreover, they should acknowledge their implicit beliefs and possible stereotypes to be able to provide equal learning opportunities to their students and to build democratic moral communities in their schools. In this book, ethical sensitivity, purposeful teaching, and incremental beliefs concerning learning are seen as important prerequisites for teachers' professional ethics. We discuss these aspects with examples from our empirical studies in Finnish schools. (shrink)

Cultural forces such as film create and reinforce rigidly-defined images of a doctor's identity for both the public and for medical students. The authoritarian and hierarchical institution of medical school also encourages students to adopt rigidly-defined professional identities. This restrictive identity helps to perpetuate the power of the patriarchy, limits uniqueness, squelches inquisitiveness, and damages one's self-confidence. This paper explores the construction of a physician's identity using cultural theorists' psychoanalytic analyses of gender and race as a framework of (...) analysis. Cultural theorists' politically-motivated work provides an excellent point of departure for destabilizing parts of the authoritarian medical hierarchy that can damage a student's professional development. Drawing on such discourse, this paper examines the processes by which a doctor's identity becomes rigidly defined and fixed by daily training. It finally proposes a way for a medical student to extrapolate himself from the current definitions of this identity and create a broader, more malleable concept of professional identity by defining himself from outside of, rather than through, difference. (shrink)

ABSTRACT Amidst trends that emphasize languishing patterns in teen mental health, there is a bright spot: social science research indicates that adolescents who develop relationships with adult mentors demonstrate increased signs of flourishing. This social science research on mentors, though limited to school performance outcome goals, offers a lifeline to character educators. I offer a theoretical framework based on Aristotelian principles, informed by anecdotal case studies of authentic moral dilemmas that emerged from the direct experiences of mentees, to suggest (...) a framework to explain why adolescents with adult mentors have an advantage. Patterns of conversation in trusted mentoring relationships developed over time, and in a school context that provides sufficient professional development for mentors, support the youth: (1) to advance in practical wisdom (phronesis) by honing skills for emotional regulation as well as cognitive skills to recognize goods in conflict and (2) to learn how to engage in civic friendship through these friendships of inequality with mentors. (shrink)

Transparency of textbook activities, i.e., the degree of easiness for teachers to process and comprehend them, needs to be researched in terms of both materials design and materials use. This article reports on a study that investigates the impact of teachers’ professional experience and transparency of textbook activities on teachers’ actual perception of the transparency of materials. The study adopted a mixed-methods design and collected quantitative data via a five-point scale survey from 115 secondary school teachers as well (...) as interview data from 15 informants. Data analysis reveals that both teachers’ professional experience and transparency of textbook activities affect the degree of easiness teachers perceived as they understand and interpret the activities for pedagogical purposes. However, discrepancy exists between transparency in materials design and transparency in teachers’ perception. Lack of pedagogical knowledge about the relationship between teaching objectives, steps, and assessment and strong existing cognitive schemata developed from the stereotype of processing a familar set of teaching materials might hamper teachers’ perception of transparency. (shrink)