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.
|Title of host publication||Philosophical Perspectives on Teacher Education|
|Editors||Ruth Heilbronn, Lorraine Foreman-Peck|
|Place of Publication||Oxford|
|Number of pages||216|
|Publication status||Published - 31 May 2015|
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). Wiley-Blackwell. http://eu.wiley.com/WileyCDA/WileyTitle/productCd-1118977661.html