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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. 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

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  1. The use of reflection in preparing student teachers for ethical practice Camilla Cole Liverpool Hope University colec@hope.ac.uk

  2. 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

  3. The context • “The Important of Teaching” (DfE, 2010) • “Training the Next Generation of Outstanding Teachers” (DfE, 2011) • Teachers’ Standards Part 2 (DfE, 2011)

  4. Focus of presentation • Ethical practice as professional knowledge • Reflection on professional ethics and the ethical role of the teacher • Criticisms of reflective practice

  5. 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)

  6. 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.

  7. Criticisms of reflection as a method for developing practice • ‘speed of thought’ • Eraut, 1994 • Frameworks for reflections • Lizzio and Wilson, 2007; Ghaye, 2007, 2010

  8. Final thoughts • Challenging the policy context of teacher as ‘instructor’ • Part 2 of the Teachers’ Standards

  9. 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?)

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