Results for 'Early childhood teachers Professional ethics'

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  1.  16
    (1 other version)Ethics and the early childhood educator: using the NAEYC code.Stephanie Feeney - 2005 - Washington, D.C.: National Association for the Education of Young Children. Edited by Nancy K. Freeman.
    "New foreword by Rhian Evans Allvin"--Cover.
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  2.  29
    Professionalizing early childhood education as a field of practice: a guide to the next era.Stacie G. Goffin - 2015 - St. Paul, MN: Redleaf Press.
    Where do you begin the important conversation about professionalizing early childhood education (ECE) as a field of practice? This book is the tool you need to advance the conversation and shape the future of ECE. Professionalizing Early Childhood Education As a Field of Practice provides an overview of the topic, a participant guide, a conversation workbook, and a facilitator guide to move the conversation forward. Each section supports deep thought and creative discussions to make the overall (...)
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  3.  16
    Professionalism and leadership in early childhood education and care.Mary A. Dyer - 2022 - New York: Routledge. Edited by Samantha McMahon.
    Professionalism and Leadership in Early Childhood Education and Care explores the tension between what early years practitioners are expected to achieve, and the level of expertise and understanding required to underpin this. It examines the impact of recent policies on the agency of individual practitioners, and the culture and ethos of their settings, and questions the driving factors behind reforms to curriculum and practice and where this locates practitioners and their provision. Bringing together the latest research and (...)
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  4.  7
    Professional dialogues in the early years: rediscovering early years pedagogy and principles.Mary Wild - 2018 - St Albans: Critical Publishing. Edited by Elise Alexander, Mary Briggs, Catharine Gilson, Gillian Lake, Helena Mitchell & Nick Swarbrick.
    This book provides early years teacher educators with critical guidance to explore the enduring philosophies and principles of early years' pedagogy and to creatively interpret and communicate these to those they are training to be teachers and professionals. It is framed by a principle of continued professional dialogue as integral to, and essential for, effective practice. It: is designed to promote discussion around key themes rather than promote simple solutions to particular challenges foregrounds principles, values and (...)
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  5.  35
    Ethics education in teacher preparation: a case for stakeholder responsibility.D. Michael Malone - 2020 - Ethics and Education 15 (1):77-97.
    Few would argue against the importance of ethics in early childhood teacher preparation and practice. However, arguing for something in principle does not always lead to action. The purpose of this paper is to bring attention to the need for a sharper applied focus on ethics in early childhood education than that which currently exists. A context for professional ethics in early childhood education is outlined, a case highlighting specific ethical (...)
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  6. Deconstructing and transgressing the theory—practice dichotomy in early childhood education.Hillevi Lenz Taguchi - 2007 - Educational Philosophy and Theory 39 (3):275–290.
    This article theorizes and exemplifies reconceptualized teaching practices, both in early childhood education 1 and in a couple of programs within the new Swedish Teacher Education . 2 These programs are tightly knit to the last 12 years of reconceptualized early childhood education practices in and around Stockholm, built on deconstructive, co‐constructive, and re‐constructive principles, inspired by poststructural and feminist poststructural theories. The aim is foremost to work towards a dissolution and/or transgression of the modernist theory‐practice (...)
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  7.  9
    Intentional teaching in early childhood: ignite your passion for learning and improve outcomes for young children.Sandra Heidemann - 2019 - Minneapolis: Free Spirit Publishing. Edited by Beth Menninga & Claire Chang.
    Professional development resource providing advice for early childhood teachers navigating demands and changes in their careers, helping them see challenges as growth opportunities. Through self-assessment and reflection, educators reexamine their teaching philosophy, integrate new knowledge and strategies into their practice, and strengthen the impact of their teaching. Includes digital content.
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  8.  17
    A Study on the Psychopedagogy Program Approach for Preservice Teacher in Early Childhood Teacher Education. 유승연 & 이숙희 - 2010 - Journal of Ethics: The Korean Association of Ethics 1 (79):323-352.
    본 연구는 유아 예비 교사 교육을 위한 인성교육중 하나인 심리 상담 교육학적 접근 방법에 관한 이론 및 적용 사례에 과한 연구이다. 특히 심리 상담 교육학적 이론이 반성적 사고를 통한 예비교사들의 자기 비판적 사고와 전문성발달을 성장시킬 수 있다는 이론적 근거에서 전체적인 맥락이 구성되었다. 심리 상담 교육학적인 접근이 유아교사의 인성과 감성 교육을 통해 교육실제에 대한 관점과 견해가 변화하며 반성적 사고를 증진시킬 수 있다는 것을 발견하였다. 이 연구는 심리상담 교육학적인 이론과 교사교육의 연계성에 관한 문헌 연구를 체계화 하였으며 각 이론에 근거한 실제 사례의 경우를 (...)
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  9.  25
    A Study on the Use of Visual Narrative Materials for Devloping Upright Character in A Preservice Teacher of Early Childhood Teacher Education. 유승연 - 2014 - Journal of Ethics: The Korean Association of Ethics 1 (99):263-299.
    본 연구는 예비 유아 교사의 인성교육과 내면적 성찰을 위해 대안적인 방법으로서 시각적 내러티브를 활용한 연구이다. 교사가 전문적으로 성장하고 발달하는데 있어, 교사의 일상적 삶의 모습들과 개인적 삶의 내면적 통합을 교사교육에 있어서의 중요한 교육과정의 일환으로 본 것이다. 이 연구에 참여한 예비교사는 자신의 삶을 살아가며 다가오는 배움과 가르침을 인식하고 그 속에서 자신이 변화되어가는 모습과 평범한 일상 속의 숨겨진 의미를 발견하고자 노력하였다. 예비 유아 교사의 어린 시절 및 인생의 다양한 단계의 내러티브적 이야기를 보다 심층적으로 연구하기 위하여 시각적인 내러티브적 (visual narrative) 접근방법을 모색하였다. 연구과정에서 예비교사의 (...)
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  10.  33
    Professional Ethics as Experienced by Student Teachers: A Neoliberal View.Marita Cronqvist - 2020 - Phenomenology and Practice 14 (1):89-104.
    Student teachers’ experiences of professional ethics, as lived practice, need to be visualized and verbalized to support their ability to develop an ethical practice. The aim of this article is to discuss the lived experiences of professional ethics from beginning teachers’ internship, based on a phenomenological study. Some of the essential meanings are interpreted in relation to the tension between responsibility and accountability that is emerging from neoliberal influences in teacher education. Inspired by Reflective (...)
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  11.  4
    The performative triangle of tact as a professional “action competence”.Thomas Senkbeil - 2024 - Ethics and Education 19 (3):408-429.
    My reflections direct a performativity-theoretical perspective on the pedagogical tact, which in its systematic breadth should consider both the application approach for practice and the connectivity to theory. Regarding these dimensions, terms such as ’context sensitivity“ and ”reflective competence“ oscillate around the nature of tact. I will focus on the specific expertise of teachers in early childhood education and why the embodiment of pedagogical tact is particularly important for teachers in this target grade. Furthermore, the question (...)
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  12.  75
    Philosophy of education in a new key: Exploring new ways of teaching and doing ethics in education in the 21st century.Rachel Anne Buchanan, Daniella Jasmin Forster, Samuel Douglas, Sonal Nakar, Helen J. Boon, Treesa Heath, Paul Heyward, Laura D’Olimpio, Joanne Ailwood, Scott Eacott, Sharon Smith, Michael Peters & Marek Tesar - 2022 - Educational Philosophy and Theory 54 (8):1178-1197.
    Within the rough ground that is the field of education there is a complex web of ethical obligations: to prepare our students for their future work; to be ethical as educators in our conduct and teaching; to the ethical principles embedded in the contexts in which we work; and given the Southern context of this work, the ethical obligations we have to this land and its First Peoples. We put out a call to colleagues whose work has been concerned with (...)
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  13.  38
    (1 other version)Early childhood education: history, philosophy, experience.Cathy Nutbrown - 2008 - Los Angeles: SAGE. Edited by Peter Clough & Philip Selbie.
    With increasing development in the field of early childhood education and care, and new interest in alternative approaches to early years provision internationally, there is an urgent need for a book which explores and explains historical roots of practices and philosophical ideas which have underpinned the development of those practices in the field. This book traces historical ideas and their pioneers. It provides brief biographies and critical insights into their work as individuals and compares their principles and (...)
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  14.  23
    Fusing the horizons between aspirations of continuing professional development and the realities of educators’ experiences in practice: Interpretative hermeneutic phenomenology in early childhood education.Sharon Skehill - 2022 - Indo-Pacific Journal of Phenomenology 22 (1).
    This article presents an argument for the use of interpretative hermeneutic phenomenology as an insightful and innovative methodology for research in early childhood education. In providing guidance for the use of this methodology, this article will focus on a doctoral study investigating preschool teachers’ experiences of engagement with a continuing professional development (CPD) programme aimed to inform their pedagogical practice. The CPD programme focused on promoting and supporting inclusive pedagogy, practice and culture in the early (...)
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  15.  24
    Becoming pedagogue: Bergson and the aesthetics, ethics and politics of early childhood education and care.Liselott Mariett Olsson - 2023 - New York, NY: Routledge.
    Returning to the origins of education, Becoming Pedagogue explores its role in today's society by reuniting philosophy with pedagogy. It investigates the aesthetics, ethics and politics of childhood, education and what a teacher really does, enabling educators to define and perform their profession as per its historical and intellectual roots. Reflecting on the practice, science and knowledge-tradition of pedagogy as well as abstract and formalist discourse at all levels, Olsson's work evokes real and free aspects of educational experiences (...)
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  16. Going beyond the theory/practice divide in early childhood education: introducing an intra-active pedagogy.Hillevi Lenz-Taguchi - 2010 - New York: Routledge.
    Going beyond the theory/practice and discourse/matter divides -- Learning and becoming in an onto-epistemology -- The tool of pedagogical documentation -- An intra-active pedagogy and its dual movements -- Transgressing binary practices in early childhood teacher education -- The hybrid-writing-process: going beyond the theory/practice divide in academic writing -- An ethics of immanence and potentialities for early childhood education.
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  17.  12
    Standing up for something every day: ethics and justice in early childhood classrooms.Beatrice Schneller Fennimore - 2014 - New York: Teachers College Press.
    Standing Up for Something Every Day is written for present and future teachers in the early childhood classroom who truly want to make a difference in the lives of children. Exploring some of the most complex and pressing social and ethical dilemmas confronting early childhood educators, the author provides concrete ways of addressing social justice concerns in practice. Four model teacher-guides accompany readers from chapter to chapter, and demonstrate strategies for standing up for children through (...)
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  18.  38
    Ethics for the Very Young: A Philosophy Curriculum for Early Childhood Education.Erik Kenyon - 2019 - Lanham: Rowman & Littlefield.
    Can you be brave if you’re afraid? Why do we “know better” and do things anyway? What makes a family? Philosophers have wrestled with such questions for centuries. They are also the stuff of playground debates. Ethics for the Very Young uses the perplexities of young children’s lives to spark philosophical dialogue. Its lessons scaffold discussion through executive function games (Telephone, Red Light Green Light), dialogic reading of picture books and Reggio Emilia’s art-based inquiry. In the process, children develop (...)
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  19. Learning to Teach in a New Era.Allen Jeanne & White Simone (eds.) - 2017 - Cambridge University Press.
    Learning to Teach in a New Era prepares preservice teachers to embrace the opportunities and meet the challenges of teaching in the twenty-first century. Closely aligned with the Australian Professional Standards for Teachers and the Australian Curriculum, this book is an invaluable resource for early childhood, primary and secondary preservice teachers that can be carried through their entire degree and into the workplace. The text is divided into three parts: professional knowledge, professional (...)
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  20.  17
    Hur för man samtal?Camilla Kronqvist, Birgit Schaffar & Marina Lundkvist - 2020 - Studier i Pædagogisk Filosofi 9 (1).
    Interactions and conversations with children, caretakers and other pedagogues take central stage in early childhood education. In this article, we investigate how future teachers in early childhood education reflect on dialogues and their own participation in practical conversation training from Philosophy for Children. We discuss these in the light of the triad address-responsiveness-responsibility, which has been considered central to genuine dialogues in dialogical ethics. In our study, the students´ express discomfort at the need to (...)
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  21.  21
    A formação continuada E a experiência ética do corpo na produção do currículo da educação infantil.Sammy William Lopes - 2020 - Childhood and Philosophy 16 (36):01-14.
    The paper addresses the problem of continuing education of teachers in early childhood education in contemporary times, asking how to elaborate formative pathways that do not focus exclusively on the models/standards of professionalization predetermined by academic production, and later adopted by government policies. It is organized from the investigative movement traced with the teachers who participate in the extension-research project UERJ-EDU-DEDI, coordinated by the author. It critically analyzes the main causes that justify the failure of the (...)
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  22. Self-authorship as a framework for understanding the professional identities of early childhood practitioners.Angela Edwards, Jo Lunn Brownlee & Donna Berthelsen - 2017 - In Gregory J. Schraw, Jo Brownlee & Lori Olafson (eds.), Teachers' personal epistemologies: evolving models for informing practice. Charlotte, NC: Information Age Publishing, Inc,..
     
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  23.  13
    Teachers' professional ethics: theoretical frameworks and empirical research from Finland.Kirsi Tirri - 2022 - Boston: Brill. Edited by Elina Kuusisto.
    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 (...)
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  24. Career choice, professional experience and the desire to leave the profession as part of a preschool teacher's professional identity.Danijela Blanuša Trošelj - 2024 - Metodicki Ogledi 31 (1):149-173.
    Early childhood and preschool education and care have changed significantly due to many new findings. This has also changed the importance of preschool teachers, who are confronted with a variety of challenges and new tasks on a daily basis. It is closely linked to their professional identity as a changing category of the complex development process of an individual in their profession. The aim of this study was to determine how preschool teachers perceive certain factors, (...)
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  25.  14
    Closeness, Conflict, and Culturally Inclusive Pedagogy: Finnish Pre- and In-service Early Education Teachers’ Perceptions.Wenwen Yang, Eero Laakkonen & Maarit Silvén - 2022 - Frontiers in Psychology 13.
    This study explored the factorial and concurrent validity of a scale developed for assessing teachers’ self-efficacy beliefs in engaging with diversity in early childhood education settings. According to tests of measurement invariance, the conceptualization of the constructs varied to some extent between Finnish student teachers and qualified teachers. Qualified teachers reported, at the item level, higher confidence in engaging with diversity in mainstream early childhood classrooms than student teachers. Structural equation modeling (...)
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  26.  14
    Modern early childhood teacher education: theories and practice.Mihaela Badea & Mihaela Suditu (eds.) - 2024 - Hershey, PA: IGI Global.
    The book aims to provide both theoretical perspectives and practical approaches for teachers interested in transforming the future. Through the approaches of theoretical background but also through the studies of practical application nature, the book can serve as bibliographic support for early education programs.
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  27.  6
    Re-exploring play and playfulness in early childhood teacher education: narratives, reflections, and practices.Melanie K. Felton & Diana H. Cortez-Castro (eds.) - 2024 - New York: Routledge.
    This book explores early childhood teacher educators' lived experiences in designing and implementing intentional play-based approaches in teaching pre-service teachers. Chapters cover action research, teaching stories about playful classroom practices, and diverse narratives about developing preservice teachers' positive views toward play. Early childhood teacher educators will be encouraged to (re) explore their beliefs about the roles of play and playfulness in higher education. Readers will learn playful strategies to actively engage pre-service teachers in (...)
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  28.  9
    Professional behaviours.Colin Howard - 2022 - St Albans: Critical Publishing. Edited by Rachael Paige & Emma Hollis.
    How to develop the personal and professional skills and behaviours you need to be the best early career teacher you can be.
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  29. Using teacher narratives in early childhood teacher training: history, identity and reflective practice.Kristen Nawrotzki - 2018 - In Tina Bruce, Peter Elfer, Sacha Powell & Louie Werth (eds.), The Routledge international handbook of Froebel and early childhood practice: re-articulating research and policy. New York, NY: Routledge.
     
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  30.  12
    Elie Wiesel: teacher, mentor, and friend: reflections by judges of the Elie Wiesel Foundation for Humanity Ethics Essay contest.Alan L. Berger, Irving Greenberg & Carol Rittner (eds.) - 2018 - Eugene, Oregon: Cascade Books.
    Elie Wiesel, plucked from the ashes of the Holocaust, became a Nobel Peace laureate, an activist on behalf of the oppressed, a teacher, an award-winning novelist, and a renowned humanist. He moved easily among world leaders but was equally at home among the disenfranchised. Following his Nobel Prize, Wiesel established the Elie Wiesel Foundation for Humanity; one of their early initiatives was the founding of the Elie Wiesel Ethics Essay Contest. The reflections in this volume come from judges (...)
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  31.  1
    Opening up and closing down teachers’ political dialogues: Dialectic and dialogic strategic orientations.Fiona Westbrook - 2024 - Educational Philosophy and Theory 56 (11):1063-1076.
    This paper employs Mikhail Bakhtin for a dialogic reading of dialectics, conceptualising how early childhood education (ECE) teachers’ political dialogues are opened up and closed down. Explorations of ‘political dialogue’, or how teachers respond to issues they deem of political concern, is pertinent for teaching’s inherently political nature. How such encounters are opened and closed has special significance for ECE teachers, who have expressed feeling professionally and politically silenced. Guided by a philosophical framing of the (...)
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  32.  34
    Thriving Beyond Resilience Despite Stress: A Psychometric Evaluation of the Newly Developed Teacher Stress Scale and Teacher Thriving Scale.Jennifer J. Chen, Zijia Li, Wilson Rodrigues & Samantha Kaufman - 2022 - Frontiers in Psychology 13.
    Building on theoretical and empirical insights and applying the thriving theory as the conceptual framework, the authors developed two new teacher-specific scales, namely the Teacher Stress Scale and the Teacher Thriving Scale. The goal of this investigation was to evaluate the psychometric properties of these two scales. Data were collected through an online questionnaire administered to a national sample of 122 participating early childhood teachers teaching in preschool through third grade in 26 states of the United States (...)
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  33.  95
    Early childhood educational research: issues in methodology and ethics.Carol Aubrey (ed.) - 2000 - New York: RoutledgeFalmer Press.
    Provision of education for children under five has recently become a political concern. At the same time, this relatively small field has been attracting increased research attention, with many early years practitioners seeking routes to initial and higher degrees. This book offers essential guidance for researchers and newcomers to the field, outlining opportunities in research as well as useful, sensitive and appropriate methods for researching childhood education.
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  34.  5
    Professional ethics among teachers.W. S. Milton Jeganathan - 1999 - Delhi: ISPCK.
    Originally presented as author's thesis (Ph. D.--Madurai Kamaraj University).
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  35.  12
    Early learning theories made visible.Miriam Beloglovsky - 2015 - Minnesota: Redleaf Press. Edited by Lisa Daly.
    Go beyond reading about early learning theories and see what they look like in action in modern programs and teacher practices. With classroom vignettes and colorful photographs, this book makes the works of Jean Piaget, Erik Erikson, Lev Vygotsky, Abraham Maslow, John Dewey, Howard Gardner, and Louise Derman-Sparks visible, accessible, and easier to understand. Each theory is defined-through engaging stories and rich visuals-in relation to cognitive, social-emotional, and physical developmental domains. Use this book to build a stronger comprehension of (...)
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  36.  65
    Ethical Sensitivity.Suzy Jagger - 2011 - Journal of Business Ethics Education 8 (1):13-30.
    A key goal for a professional ethics teacher is to help students improve their moral reasoning within the context of their profession, with the ultimate aim of developing a commitment to the values of their future profession. Using Rest’s Four Component Model as a framework, this study examines the relationship between the first two components of moral sensitivity and moral judgment. The study utilises two scores from the same cohort of computing undergraduates: a score for ethical sensitivity using (...)
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  37. Introducing the Journal of Business Ethics Education - JBEE.John Hooker - 2004 - Journal of Business Ethics Education 1 (1):3-5.
    Several popular arguments against teaching business ethics are examined: (a) the ethical duty of business people is to maximize profit within the law, whence the irrelevance of ethics courses (the Milton Friedman argument); (b) business people respond to economic and legal incentives, not to ethical sentiments, which means that teaching ethics will have no effect; (c) one cannot study ethics in any meaningful sense anyway, because it is a matter of personal preference and is unsusceptible to (...)
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  38.  26
    Making Sense with Manipulatives: Developing Mathematical Experiences for Early Childhood Teachers.Cara E. Furman - 2017 - Education and Culture 33 (2):67.
    Longtime teacher and teacher educator Patricia Carini argues that numbers provide one of the many crucial tools that humans use to make sense of their world.4 In making this claim, Carini retells an extended "Number Story" from Alfred North Whitehead in which a squirrel moves her three children "one by one" to a new location.5 As Whitehead recounts: when the mother had placed them on a rock outside, the family group looked to her very different from its grouping within the (...)
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  39. Rethinking health, safety, and nutrition through a black feminist lens: an early childhood teacher educator's transformative journey.Margarita G. Ruiz Guerrero & Michelle Salazar Perez - 2018 - In Nicola Yelland & Dana Frantz Bentley (eds.), Found in translation: connecting reconceptualist thinking with early childhood education practices. New York: Routledge, Taylor & Francis Group.
     
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  40.  8
    “Did Somebody Say Computers?” Professional and Ethical Repercussions of the Vocationalization and Commercialization of Education.Simon Adetona Akindes - 2000 - Bulletin of Science, Technology and Society 20 (2):90-99.
    The federal and corporate initiative to technologize education has transformed schools, colleges, and universities into a new frontier for the computer industry. While educational institutions have maintained an equivocal relationship with markets and the state, they had striven to preserve a simulacrum of independence until the early 1980s. Then, neoconservative ideologies and their accompanying discourse on restructuring education discovered in the computer the ideal neutral tool to promote, in its virtual clothes, their gospel. The Clinton administration and big corporations, (...)
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  41.  51
    The Classrooms All Young Children Need: Lessons in Teaching From Vivian Paley.Patricia M. Cooper - 2009 - Chicago: University of Chicago Press.
    Teacher and author Vivian Paley is highly regarded by parents, educators, and other professionals for her original insights into such seemingly everyday issues as play, story, gender, and how young children think. In _The Classrooms All Young Children Need_, Patricia M. Cooper takes a synoptic view of Paley’s many books and articles, charting the evolution of Paley’s thinking while revealing the seminal characteristics of her teaching philosophy. This careful analysis leads Cooper to identify a pedagogical model organized around two complementary (...)
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  42.  2
    Instruction in professional ethics in professional schools for teachers.Theodore Day Martin - 1931 - Washington, D.C.,: National Education Association.
  43.  16
    Privacy in Early Childhood Education and Care: The Management of Family Information in Parent–Teacher Conferences.Janne Solberg - forthcoming - Human Studies:1-22.
    Families have a right to privacy, but we know little about how the public–private boundary is negotiated at the micro level in educational settings. Adopting ethnomethodology, the paper examines how talk about the home situation was occasioned and managed in ten parent–teacher conferences in early childhood education and care (ECEC), with a special focus on the ECEC teacher’s strategies for eliciting family information. The paper demonstrates a continuum of interactional practices which, in various degrees, make parents accountable for (...)
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  44.  21
    Bernard Spodek, early childhood education scholar, researcher, and teacher.Olivia N. Saracho - 2013 - Charlotte, N.C.: Information Age.
    Bernard Spodek, one of the most important figures in contemporary early childhood education, has been a seminal figure in early childhood education for approximately six decades. He has also been a creative contributor to contemporary thinking on the integration of theory, research, and practice on the development and education of young children. He is the author of numerous theoretical, research, and practical articles that continue to be published in scholarly journals and the author of textbooks that (...)
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  45.  19
    Research on the Impact of the Emotional Expression of Kindergarten Teachers on Children: From the Perspective of the Class Micro-Power Relationship.Min Liu & Qiong Wang - 2022 - Frontiers in Psychology 13.
    During the preschool years, the socio-emotional responses children receive from interactions with teachers are incorporated into their own social behaviors. This is one of the key ways in which children acquire social and emotional skills. Based on field studies, it can be found that this learning process is not simple imitation of children, but of a more complex context of group interaction. To further clarify the impact of kindergarten teachers’ emotion on the sociometric status and behavior of 3–5 (...)
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  46.  18
    Principled Resistance: How Teachers Resolve Ethical Dilemmas.Doris A. Santoro & Lizabeth Cain (eds.) - 2018 - Cambridge, Massachusetts: Harvard Education Press.
    _Principled Resistance: How Teachers Resolve Ethical Dilemmas_ brings together senior scholars and activist teachers to explore the concept of resistance as a necessary response to mandates that conflict with their understanding of quality teaching. The book provides vivid examples of the pedagogical, professional, and democratic principles undergirding resistance, as well as the distinct perspective of each of its contributors: teachers who reflect on their acts of principled resistance; teacher educators who study teachers and support their (...)
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  47.  82
    Codes of ethics and teachersprofessional autonomy.Marina Schwimmer & Bruce Maxwell - 2017 - Ethics and Education 12 (2):141-152.
    This article considers the value of adopting a code of professional ethics for teachers. After having underlined how a code of ethics stands to benefits a community of educators – namely, by providing a mechanism for regulating autonomy and promoting a shared professional ethic – the article examines the principal arguments against codes of ethics. Three arguments are presented and analyzed in light of the codes of teacher ethics in place elsewhere in Canada. (...)
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  48.  28
    A Reflection on Bakhtin’s ‘Epic and Novel’ in the Context of Early Childhood Student Teachers’ Practicum.Christopher Naughton - 2015 - Studies in Philosophy and Education 35 (1):93-101.
    It is common in early childhood education, for student teachers to be asked to reflect on incidents or scenarios that occur while on practicum and relate their reflections to theory. This process of identification and corroboration, demonstrates the student’s familiarity with the dominant developmental narratives within which ECE is situated. The pressure on students to conform to prescribed theory and the local narratives of the practicum context can, however, make it difficult for them to question both the (...)
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  49.  59
    Playing With Children, Answering With Our Lives: A Bakhtinian Approach To Coauthoring Ethical Identities In Early Childhood.Brian Edmiston - 2010 - British Journal of Educational Studies 58 (2):197-211.
    In this paper I develop an alternative to prevailing moral development assumptions in early childhood education. Drawing on a Bakhtinian theoretical framework, theories of identity formation, and examples from my longitudinal research study of child-adult play, I reframe development as a lifelong process of coauthoring ethical identities that may begin in early childhood when adults join children in dramatic play.
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  50. Professional Ethics for Teachers.R. Sampath - 2002 - In P. George Victor (ed.), Social relevance of philosophy: essays on applied philosophy. New Delhi: D.K. Printworld. pp. 3--151.
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