Teacher education: Approaches for handling daily ethical dilemmas in the classroom.

摘要

This study examined the practices of instructors within a specific teacher preparation program and their teaching of the handling of educationally-based ethical dilemmas teachers faced when educating marginalized children (Banks, 2001, p.30.) For the purposes of this study marginalized children were defined as underachieving students who may be impoverished; students who do not qualify for special education though they achieve below grade level; and/or students who may be somewhat transient, but do not qualify as migrant (Gutierrez, 2004).; Three predominant strategies were uncovered as frequently used methods of teaching educationally based ethical dilemmas to pre-service teachers enrolled in teacher preparation programs. They were case studies (Freeman, 2000; Wilson & Williams, 2001), field experience (Bynoe, 1998; Fallona, 2001; Wilmore, 1996) and/or teaching educational professional codes of conduct (Brophy-Herb et al., 2001; Calabrese et al., 1993; Freeman et al., 1993).; Data gathered from interviews and educational documents from a Master in Teaching program at a university in Washington State were studied in an attempt to better understand the place of teaching selected educationally based ethical dilemmas involving marginalized children. Analysis of interview responses and curricular documents indicated that all three approaches, case studies, field experience and codes of ethics were used to teach pre-service teachers the handling of educationally based ethical dilemmas within the studied teacher preparation program.; Several conclusions were drawn from the research. They included that (1) this teaching was a priority within the Master in Teaching program; (2) all instructors taught Master in Teaching students strategies to handle educationally based ethical dilemmas involving educating marginalized students; (3) instructors valued tolerance; respect; self-reflection; fairness; caring and good interpersonal skills; (4) most instructors believed "a variety of methods" to be the most effective means of teaching ways pre-service teachers could address ethical dilemmas involving educating marginalized students; and that (5) two instructors from minority backgrounds stated that recruitment for students and instructors reflective of diversity should be promoted in an effort at increasing awareness and sensitivity for all students.