What Can We Learn from Teachers' Moral Mistakes?.

摘要: This paper discusses teachers' moral mistakes, using data from 59 teacher interviews, 26 written responses, and 98 ninth grade student responses. Teachers students described incidents in their schools that made them reflect on the nature of situation. The most common dilemmas related to behavior, particularly misuse authority. Usually, these conflicts centered punishing or grading sensitive matters had shared confidence with teachers. Students also identified behaviors reflected neglectful biased attitudes toward students. Both groups believed used autonomous decision making solve dilemmas. lesson learned was teachers should be guided role authority solving Another dilemma failed protect involving colleagues. needed training handle collegial hurt Some reported study concerned when a stand against whole community rights student. education promote communicative action discourse. (Contains 14 references 3 tables.) (SM) Reproductions supplied by EDRS are best can original document. vI A presented at Annual Meeting American Educational Research Association Seattle, Washington, April 2001. What we learn mistakes? Kirsi Tirri, University Helsinki, Finland 1. Pedagogically thinking mistakes teaching profession is face many every day work (Socket, 1993, 1999). Even professional morally virtuous makes some his/her career. positive way look those ask: what how share this knowledge future teachers? Our research both elementary secondary school indicate features pedagogical practice (Kansanen, Meri, Krokfors, Husu & Jyrhama, 2000). We have collective field-invariant epistemological standards guiding practical (Tirri, Kansanen, According our findings, combine intuitive reasoning more rational justifications practice. sense vocation provides personal identity fulfilment. cannot separate own character self each other. stance function as approach reasoning, ways interacting pupils giving hope for future. includes rules principles decision-making. knowing. findings seen deep commitment clear principles. In search effective teaching, sides acknowledged brought together. Regardless subject matter grade-level taught, challenges relation students, parents Sometimes succeed balance interests habits However, real life, preferences override lead into mistakes. Furthermore, may two fundamental ways. It generally assumed there basic kinds authority, epistemic deontic (Bochenski, 1974). desirable person give orders (deontic authority) knowledgeable field question (epistemic authority). need control classroom situation maintain order. addition, authorities. They ought master teaching. it has been suggested forms closely connected, legitimation must least partly based (Neiman, 1986). early responses ninth-grade were asked describe an incident results studies various articles 1999; Tirri Puolimatka, 2000; 2001; Husu, 2001). paper, analyze 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office Improvement document reproduced received organization originating it. Minor changes improve reproduction quality. Points view opinions stated do not necessarily represent official OERI position policy. BEST COPY AVAILABLE