Teachers’ critical incidents: Ethical dilemmas in teaching practice

The aim of this study is to explore ethical dilemmas in critical incidents and the emerged responses that these incidents elicit. Most teachers try to suppress these incidences because of the unpleasant feelings they evoke. Fifty teachers participated in the study. A three-stage coding process derived from grounded theory was utilized. A taxonomy of critical incidents by means of the ATLAS.ti 5.0 revealed a multifaceted model of ethical dilemmas, among them clashing with rules, standards, or norms in school, as well as a multitude of derived responses. The results encourage the development of educational programmes based on teachers’ critical incidents.     

论案例教学法在护理伦理学教学当中的应用

案例教学法,在相关护理伦理教学中有着重要的应用,通过此种教学方式,可以有效的加强教学的质量和效率,并且提升对于原则性问题的理解以及拓宽知识深度。文章将就这一方面的内容展开论述,详细地分析了案例教学法在护理伦理教学当中的具体应用,并且针对应用当中的重点内容,进行了细致的阐述,力求更好地提升教学质量。     

行政行为选择的伦理困境及其化解

在公共行政的实践中,学者们往往是从“外控”即法律制度和“内控”即伦理道德这两个维度来研究行政行为选择的伦理困境的化解。然而,为什么在现实中还会存在诸如贪污腐败、玩忽职守等问题呢?正是基于对这些问题的思考,认为有必要在利用这两种方法的同时寻找“非控制”手段。     

Ethical dilemmas and practical problems for the practitioner researcher

This paper explores the ethical dilemmas and problems encountered when undertaking an action research study in my own school. The study was designed to evaluate a contentious part of a new midwifery programme as it was being implemented. A range of potentially problematic issues are discussed from the practitioner researcher perspective. Some of these problems were anticipated but others had not been addressed and had to be responded to as they arose, More careful thought at the planning stage about the potential effects on others, as well as action-in-reflection are presented as important considerations for other practitioners contemplating action research in their own place of work.     

Ethical dilemmas in designing collaborative research: Lessons learned the hard way

In this article I use my own problematic experience as a well-intentioned educational researcher to highlight some of the dilemmas and complexities of collaboration with classroom teachers. Engaged in an otherwise pleasant and productive research project in partnership with a primary grade teacher, I experienced deep methodological difficulties linked to the ethical heart of collaborative research. Given that this model - university-based researchers entering into "collaborative" research relationships with classroom teachers - is becoming an increasingly prevalent strategy, it is important to consider fully the potential challenges and obstacles we might face in these relational research contexts.     

Cultural pluralism and education: The Israeli case

Israeli society is often viewed as a Western democracy committed to values characteristic of this type of political system. Cultural pluralism is one of these values. The purpose of this paper is to examine the place of this value in the context of Israeli society, and in particular in its educational system. The paper raises serious doubts about the commitment of Israeli society to the value of cultural pluralism, especially in the educational domain. It is argued that the guiding ideology of the Israeli educational system is that of nation building, which aspires to cultivate a shared system of national values and common culture and inculcate them in its school children, thus leaving little room for the value of cultural pluralism. Furthermore, it is argued that the proposed integrative national and cultural agenda leaves no room for Israeli Palestinians, and favours the culture and traditions of Jews of European and American origin and is biased against the cultures and traditions of Jews of Asian and African origin.     

病案讨论法在妇产科护理学教学中的运用探讨

目的：探讨妇产科护理科学的教学法。方法：选择某院校两个护理班共学生90名,随机分为实验班与对照班各45名,以实验班采用将病案讨论法教学,对照班采用传统教学法。结果：实验班病例分析考试成绩,技能测试中护理病历书写能力、运用知识解决问题的能力、其他能力均优于对照组,处理实际病人能力无明显差异。结论：病案讨论法能提高学生学习兴趣,强化知识应用能力,有助于培养实用型的护理人才。     

中学物理教学中的德育渗透

德育在教育教学中的地位重要,课堂教学是渗透德育的主渠道.在中学物理教学中要充分利用教学内容以及教师自身的言传身教对学生进行德育教育.     

案例教学法在高职护理专业药理学教学中的应用与探讨

药理学是高等职业教育的必修课程,常于学生入学后的第二学期开课,教师有责任在教学工作中灵活运用多种教学方法,强化学生学习知识和运用知识的能力,案例式教学法可以灵活的将理论教学内容融入一个个病例之中,既有利于学生的课堂学习,也有利于学生参与临床实践,是值得在药理学以及其他基础和临床课教学中推广的教学方法。     

Ethical dilemmas of youth participatory action research in a democratic setting

ABSTRACT

This article discusses ethical issues involved in facilitating the research of young people on controversial issues. This article considers the potential ethical dilemmas of teachers facilitating a particular form of activism – youth participatory action research (YPAR). We consider how teachers foster school-wide conversations on difficult issues and support students who wish to take a critical stand on issues of race, class and gender. The article also discusses how to scaffold the exploration of topics that require emotional maturity and might lead to shifts in beliefs that run counter to the values of one’s family.     

案例式PBL教学法在内科护理教学中的应用

目的:探讨采用案例式PBL教学法在内科护理教学中的应用效果。方法:把我校2010级、2009级本科护理专业学生随机分为实验组、对照组,实验组采用案例式PBL教学法,对照组采用常规课堂讲授。课程完全结束后,对两组进行理论考试和问卷调查对学生进行考核和调查,分析两组学生的理论知识掌握情况及学生对课程的兴趣和学习能力,并将结果进行统计学分析。结果:两组对比实验组明显由于对照组(p<0.05)。结论:案例式PBL教学法有助于提高学生的学习能力和学习兴趣,值得在教学中推广应用。     

高校心理咨询师心理危机干预中伦理困境与应对研究

心理危机是大学生心理状态中常见的一种特殊状态,由心理危机引发的一系列事件受到外界舆论的广泛关注。因此,开展有效的心理干预措施是各大高校刻不容缓的重大问题。高校心理咨询师是专门处理心理危机事件的重要构成部分,具备较为专业的心理学知识。笔者通过我国高校心理危机干预现状,阐述心理危机干预中的伦理困境,提出一系列解决伦理困境的措施。     

Sources of stress in academe - the Israeli case

The effects of stress on the physical and psychological well being of people in different professions and occupations have become, in the last decade, the focal interest of researchers and clinicians. There is a growing body of evidence that stress, adversely affects the performance, productivity, job satisfaction, health and the general quality of life of professionals and people in general (Farber, 1983; Lazarus & Folkman, 1984). Originally, research on stress focused on the helping professions and human services occupations (Cherniss, 1980; Farber, 1983). More recently, other occupations which involve continuous, intensive interpersonal relationships between people, have been investigated and were found to be a potential source of stress (Holt, 1982). The growing interest in the study of stress and its manifestations resulted among others in newly defined concepts such as: burnout, tedium, wear and tear, deadwoods, midlife crisis, etc. (Maslach and Jackson, 1979; Manuso, 1979; Freudenberger, 1980; Pines, Aronson and Kafry, 1981; Farber, 1983).     

对护理教学的一些探讨

护理工作是医院运营中不可缺少的一项重要职位,然而目前护理教学中还存在一些问题,影响了护理工作的开展。本文对这些问题提出了相应的措施。     

Care and Responsibility in 'The Best Interest of the Child': Relational voices of ethical dilemmas in teaching

This paper discusses ethical dilemmas in early childhood education as identified by kindergarten and elementary school teachers ( n = 26). Ethical dilemmas are investigated in the theoretical framework of virtue epistemology. The moral stances of care and responsibility are identified as basic elements in teachers' professional morality. The empirical findings present conflicts between teachers and parents, collegial conflicts between teachers, and inter-institutional conflicts in the community. The method used in the study is a relational reading of teachers' narratives. Interpretative accounts are created to give room for both care and responsibility voices in teachers' written reports. The analysis of the data reveals that the ethical dilemmas in early childhood education are very relational and deal with competing interpretations of 'the best interest of the child'. Teachers have taken the moral stance of care by identifying the ethical conflict. However, the responsible professional action has been more difficult for them to accomplish. Most of the time, discussions have not produced the desired results. Ethical conflicts in teaching invite teachers to consider the moral relevance of each dilemma by taking the perspectives of the involved parties.     

Ethical and moral matters in teaching and teacher education

The author reviews a set of articles on ethical and moral matters in teaching and teacher education previously published by Teaching and Teacher Education. Comparisons are made and a summary of findings offered.     

A Balancing act: ethical dilemmas of democratic teaching within critical pedagogy

This article discusses practitioner research that focused on student resistance to teaching about the apartheid past and issues of ‘race’ in a first year English studies course at a predominantly Afrikaans and ‘white’ university in South Africa. The study aimed to explore the way in which students and the teacher engaged with a form of critical pedagogy moment–by–moment in the classroom. In this article, I turn the analytical spotlight onto myself, analysing the way in which my own multiple and sometimes contradictory identity positions as an educator play themselves out. In particular, I explore the tensions between my preferred ‘democratic’ teaching style, and my moral or ethical views. I argue that this tension creates a dilemma for teaching within critical pedagogy, which is not easily resolved. I also reflect on the experience of researching my own teaching practice, and attempt to understand how my research insights were developed, linking this to the distinction between reflective practice and action research.