TY - JOUR
T1 - Teachers' critical incidents
T2 - Ethical dilemmas in teaching practice
AU - Shapira-Lishchinsky, Orly
PY - 2011/4
Y1 - 2011/4
N2 - 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.
AB - 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.
KW - Ethical dilemmas
KW - Ethical knowledge
KW - Ethics
KW - Schools
KW - Teaching
UR - http://www.scopus.com/inward/record.url?scp=79451475943&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2010.11.003
DO - 10.1016/j.tate.2010.11.003
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SN - 0742-051X
VL - 27
SP - 648
EP - 656
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
IS - 3
ER -