![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
The article aims to discuss the ethical ambiguities inherent to pedagogical tutoring teaching-relationships work in teacher training institutions. The thrust of its argument is that the special character of teaching relationships in pedagogical tutoring work invites an implicit blurring of boundary lines (formal/informal, professional/personal), which in turn poses distinct ethical and pedagogical challenges. The article goes on to discuss some of the pedagogical ambiguities that typically emerge in pedagogical tutoring work and teaching relations. Finally, based on the concepts of “ambiguity” (Frankenstein, 1981) and “dialogue” (Buber, 1970), an attempt is made to shed light on the pedagogical potentialities these concepts hold for pedagogical tutoring work.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes
1. Thus, unlike other institutionalized professions, such as medicine or social work, the teaching profession has no formal, ethical or professional code – even if several attempts have been made to outline such a code (Airasian Citation2005).
2. Each of the ideologies advocates completely different didactical practices: the intrinsic-individualistic ideological approach is based on free and creative models that foster ‘individual autonomy and authenticity’ (Harpaz Citation2010, 8), whereas the extrinsic-socializational approach is based on more structured models of imitation, practice and shaping in direct relation to functional, extrinsic and observable criteria.
3. Indeed, in such instances, the closeness that develops between the faculty pedagogical advisor and intern on an interpersonal level, and the obfuscation of power relations between them, can turn out to be a major stumbling block in the training process (‘I thought you were on my side and I opened up to you. Now it turns out you are against me – what was that, a game all year long?!’).
4. Their tendency, for instance, to avoid confrontation, their decisiveness and intentionality, their pedagogical sensitivity and patience, their devotion to the welfare of the children (I remember well from my days as a student teacher how a seasoned faculty pedagogical advisor kneeled down without hesitation in the middle of school hall bustling with children to tie the frayed shoelaces of a first grade student).