To Believe, To Think, To Know…To Teach? Ethical Deliberation in Teacher-Education

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Citations (Scopus)

Abstract

In this chapter, we wish to summarise our recent work on promoting and developing ethical deliberation in teacher-education (TE). We first provide some background to our personal interest in the role that ethics and moral philosophy can potentially play in TE, before briefly summarising the philosophical and theoretical frameworks through which we have approached the topic. Next, we outline the various research methods and trials that we employed in exploring, first, the demand for, and, second, the most effective ways of promoting and developing ethical deliberation in TE. Finally, we highlight and reflect upon the difficulties that we experienced in employing the (almost default) methods of role-play and dialectic, and recommend the consideration of what we call meta-discussion as a valuable tool for developing ethical deliberation.
Original languageEnglish
Title of host publicationPhilosophical Perspectives on Teacher Education
EditorsRuth Heilbronn, Lorraine Foreman-Peck
Place of PublicationOxford
PublisherWiley-Blackwell
Pages89-108
Number of pages216
ISBN (Print)978-1-118-97766-8
Publication statusPublished - 31 May 2015

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Teacher Education
Teaching
Deliberation
Wishes
Dialectics
Research Methods
Theoretical Framework
Role Play
Moral philosophy

Cite this

Shortt, D., Reynolds, P., McAteer, M., & Hallett, F. (2015). To Believe, To Think, To Know…To Teach? Ethical Deliberation in Teacher-Education. In R. Heilbronn, & L. Foreman-Peck (Eds.), Philosophical Perspectives on Teacher Education (pp. 89-108). Oxford: Wiley-Blackwell.
Shortt, Damien ; Reynolds, Paul ; McAteer, Mary ; Hallett, Fiona. / To Believe, To Think, To Know…To Teach? Ethical Deliberation in Teacher-Education. Philosophical Perspectives on Teacher Education. editor / Ruth Heilbronn ; Lorraine Foreman-Peck. Oxford : Wiley-Blackwell, 2015. pp. 89-108
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Shortt, D, Reynolds, P, McAteer, M & Hallett, F 2015, To Believe, To Think, To Know…To Teach? Ethical Deliberation in Teacher-Education. in R Heilbronn & L Foreman-Peck (eds), Philosophical Perspectives on Teacher Education. Wiley-Blackwell, Oxford, pp. 89-108.

To Believe, To Think, To Know…To Teach? Ethical Deliberation in Teacher-Education. / Shortt, Damien; Reynolds, Paul; McAteer, Mary; Hallett, Fiona.

Philosophical Perspectives on Teacher Education. ed. / Ruth Heilbronn; Lorraine Foreman-Peck. Oxford : Wiley-Blackwell, 2015. p. 89-108.

Research output: Chapter in Book/Report/Conference proceedingChapter

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AB - In this chapter, we wish to summarise our recent work on promoting and developing ethical deliberation in teacher-education (TE). We first provide some background to our personal interest in the role that ethics and moral philosophy can potentially play in TE, before briefly summarising the philosophical and theoretical frameworks through which we have approached the topic. Next, we outline the various research methods and trials that we employed in exploring, first, the demand for, and, second, the most effective ways of promoting and developing ethical deliberation in TE. Finally, we highlight and reflect upon the difficulties that we experienced in employing the (almost default) methods of role-play and dialectic, and recommend the consideration of what we call meta-discussion as a valuable tool for developing ethical deliberation.

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Shortt D, Reynolds P, McAteer M, Hallett F. To Believe, To Think, To Know…To Teach? Ethical Deliberation in Teacher-Education. In Heilbronn R, Foreman-Peck L, editors, Philosophical Perspectives on Teacher Education. Oxford: Wiley-Blackwell. 2015. p. 89-108