7,978
Views
9
CrossRef citations to date
0
Altmetric
Articles

Ethical dilemmas at work placements in teacher education

ORCID Icon, ORCID Icon &
Pages 403-419 | Received 31 Jan 2020, Accepted 02 Jun 2020, Published online: 24 Jun 2020

References

  • Achinstein, B. (2002). Conflict amid community: The micropolitics of teacher collaboration. Teachers College Record, 104(3), 421–455.
  • Aultman, L. P., Williams-Johnson, M. R., & Schutz, P. A. (2009). Boundary dilemmas in teacher–student relationships: Struggling with “the line”. Teaching and Teacher Education, 25(5), 636–646.
  • Blumer, H. (1969). Symbolic interactionism: Perspective and method. Englewood Cliffs, NJ: Prentice-Hall.
  • Campbell, E. (1996). Ethical implications of collegial loyalty as one view of teacher professionalism. Teachers and Teaching: Theory and Practice, 2(2), 191–208.
  • Charmaz, K. (2014). Constructing grounded theory. Thousand Oaks, CA: Sage.
  • Charon, J. M. (2006). Symbolic interactionism: An introduction, an interpretation, an integration. Upper Saddle River, NJ: Pearson Education.
  • Colnerud, C. (2015). Moral stress in teaching practice. Teachers and Teaching: Theory and Practice, 21, 346–360.
  • Colnerud, G. (1997). Ethical conflicts in teaching. Teaching and Teacher Education, 13(6), 627–635.
  • Colnerud, G. (2006). Teacher ethics as a research problem: Syntheses achieved and new issues. Teachers and Teaching, 12(3), 365–385.
  • Davies, M., & Heyward, P. (2019). Between a hard place and a hard place: A study of ethical dilemmas experienced by student teachers while on practicum. British Educational Research Journal, 45(2), 372–387.
  • Deng, L., Zhu, G., Li, G., Xu, Z., Rutter, A., & Rivera, H. (2018). Student teachers’ emotions, dilemmas, and professional identity formation amid the teaching practicums. The Asia-Pacific Education Researcher, 27(6), 441–453.
  • Ding, A. C., & Wang, H. H. (2018). Unpacking teacher candidates’ decision-making and justifications in dilemmatic spaces during the student teaching year. Asia-Pacific Journal of Teacher Education, 46(3), 221–238.
  • Flett, J. D., & Wallace, J. (2005). Change dilemmas for curriculum leaders: Dealing with mandated change in schools. Journal of Curriculum & Supervision, 20, 188–213.
  • Fransson, G., & Grannäs, J. (2013). Dilemmatic spaces in educational contexts–towards a conceptual framework for dilemmas in teachers work. Teachers and Teaching, 19(1), 4–17.
  • Glaser, B. G. (1978). Theoretical sensitivity: Advances in the methodology of grounded theory. Mill Valley, CA: Sociology Press.
  • Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.
  • Golombek, P., & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102–111.
  • Hiller, H. H., & Diluzio, L. (2004). The interviewee and the research interview: Analysing a neglected dimension in research. CRSA/RCSA, 41, 1–26.
  • Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52.
  • Hultman, G., Wedin, A. S., & Schoultz, J. (2007). Lärandet och hur det synliggörs under lärarutbildningens praktikperioder: Handledning och överföring av yrkeskunnande [How learning is made visible during work placement education of teacher education: Supervison and knowledge transformation]. Didaktisk Tidskrift, 22, 335–358.
  • Husu, J., & Tirri, K. (2001). Teachers’ ethical choices in socio-moral settings. Journal of Moral Education, 30(4), 361–375.
  • Jackson, P. W., Boostrom, R. E., & Hansen, D. T. (1993). The moral life of schools. San Francisco: Jossey-Bass Publishers.
  • Kelchtermans, G., & Ballet, K. (2002). Micropolitical literacy: Reconstructing a neglected dimension in teacher development. International Journal of Educational Research, 37(8), 755–767.
  • Laletas, S., & Reupert, A. (2016). Exploring pre-service secondary teachers’ understanding of care. Teachers and Teaching, 22(4), 485–503.
  • Lärarnas yrkesetiska råd [The Swedish Teacher Ethical Board] (n.d.). Lärares yrkesetik [Teacher ethics]. Retrieved from https://lararesyrkesetik.se
  • Larsson, S. (2009). A pluralist view of generalization in qualitative research. International journal of research & method in education, 32(1), 25–38.
  • Lindqvist, H. (2019). Student teachers’ use of strategies to cope with emotionally challenging situations in teacher education. Journal of Education for Teaching, 45(5), 540–552.
  • Lindqvist, H., Weurlander, M., Wernerson, A., & Thornberg, R. (2017). Resolving feelings of professional inadequacy: Student teachers’ coping with distressful situations. Teaching and Teacher Education, 64, 270–279.
  • Lindqvist, H., Weurlander, M., Wernerson, A., & Thornberg, R. (2019a). Boundaries as coping: Emotional labour and relationship maintenance in distressing teacher education situations. European Journal of Teacher Education, 42(5), 634–649.
  • Lindqvist, H., Weurlander, M., Wernerson, A., & Thornberg, R. (2019b). Conflicts viewed through the micro-political lens: Beginning teachers’ coping with emotionally challenging situations. Research Papers in Education, 1–20. doi:https://doi.org/10.1080/02671522.2019.1633559
  • Löfgren, H., & Karlsson, M. (2016). Emotional aspects of teacher collegiality: A narrative approach. Teaching and Teacher Education, 60, 270–280.
  • Malderez, A., Hobson, A. J., Tracey, L., & Kerr, K. (2007). Becoming a student teacher: Core features of the experience. European Journal of Teacher Education, 30(3), 225–248.
  • McCarthy, J., & Deady, R. (2008). Moral distress reconsidered. Nursing Ethics, 15(2), 254–262.
  • Nichols, S. L., Schutz, P. A., Rodgers, K., & Bilica, K. (2016). Early career teachers’ emotion and emerging teacher identities. Teachers and Teaching, 23(4), 406–421.
  • Noddings, N. (2012). The caring relation in teaching. Oxford Review of Education, 38(6), 771–781.
  • Richardson, P. W., Watt, H. M., & Devos, C. (2013). Types of professional and emotional coping among beginning teachers. Advances in Research on Teaching, 18, 229–253.
  • Samuelsson, M., & Colnerud, G. (2015). Student teachers’ perceptions regarding the challenges of leadership. In D. Garbett & A. Ovens (Eds.), Teaching for tomorrow today (pp. 312–320). Auckland: International Association of Teachers and Teaching (ISATT) and Edify Ltd.
  • Sanger, M., & Osguthorpe, R. (2005). Making sense of approaches to moral education. Journal of Moral Education, 34(1), 57–71.
  • Shapira-Lishchinsky, O. (2009). Towards professionalism: Ethical perspectives of Israeli teachers. European Journal of Teacher Education, 32(4), 473–487.
  • Shapira-Lishchinsky, O. (2011). Teachers’ critical incidents: Ethical dilemmas in teaching practice. Teaching and Teacher Education, 27(3), 648–656.
  • Shapira-Lishchinsky, O. (2016). From ethical reasoning to teacher education for social justice. Teaching and Teacher Education, 60, 245–255.
  • Sockett, H., & LePage, P. (2002). The missing language of the classroom. Teaching and Teacher Education, 18(2), 159–171.
  • Thornberg, R. (2008). The lack of professional knowledge in values education. Teaching and Teacher Education, 24(7), 1791–1798.
  • Thornberg, R., & Charmaz, K. (2012). Grounded theory. In S. D. Lapan, M. Quartaroli, & F. Reimer (Eds.), Qualitative research: An introduction to methods and designs (pp. 41–67). San Francisco, CA: John Wiley/Jossey-Bass.
  • Thornberg, R. (2012). Informed grounded theory. Scandinavian Journal of Educational Research, 56(3), 243–259.
  • Thornberg, R., & Oğuz, E. (2013). Teachers’ views on values education: A qualitative study in Sweden and Turkey. International Journal of Educational Research, 59, 49–56.
  • Tirri, K. (1999). Teachers‘ perceptions of moral dilemmas at school. Journal of Moral Education, 28(1), 31–47.
  • Trevethan, H. (2017). Educative mentors? The role of classroom teachers in initial teacher education: A New Zealand Study. Journal of Education for Teaching, 43(2), 219–231.
  • Turner, M. (2016). Emergent identity and dilemmatic spaces: Pre-service teachers’ engagement with EAL collaboration. Teachers and Teaching, 22(5), 570–585.
  • Ulvik, M., Smith, K., & Helleve, I. (2017). Ethical aspects of professional dilemmas in the first year of teaching. Professional Development in Education, 43(2), 236–252.
  • Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143–178.
  • Zhu, G., Waxman, H., Rivera, H., & Burlbaw, L. M. (2018). The micropolitics of student teachers’ professional vulnerability during teaching practicums: A Chinese perspective. The Asia-Pacific Education Researcher, 27(2), 155–165.