Due to saving the teacher prestige, teacher professional ethical as one of professional trait theory should be taught during pre-service teacher education. Actually, the teacher professional ethical is the null curriculum in teacher education program in Taiwan. Especially, the teaching practice is complicate to deal with in uncertainly context that depends on teachers’ deliberation (Cohen, Raudenbush, & Ball, 2003; Danielson, 2007; Day, 1999; Labaree, 2000). Teacher has to carry out the students learning right and comply with teaching professional ethic to conduct appropriate decision (Goodlad, 1999; Pring, 2004; Soder, 1990). But those abilities of ethical reasoning and professional moral won’t provide during teacher education curriculum. The training of ethical reasoning taking factors into consideration such as promoting student learning, increasing the willing to learning participation, containing the learning environments, and corresponding the needs of students’ cognition and emotion still lack in teaching practicum in Taiwan. In order to constructing the content of teacher ethical reasoning in teacher education curriculum, this study aims to gather the information of ethical reasoning from student teachers and the experience teachers in dealing with the dilemmas of teaching practice by case study and to establish the decision tree on teacher ethical reasoning in the case of Taiwan’s teachers. Specifically, this study aims to 1.Gather the ethical reasoning case of student teachers and experience teacher in dealing with dilemma in teaching practice. 2. Analyze the differences of ethical reasoning from student teachers and experience teacher. Establish decision tree of teachers’ ethical reasoning from the case study.
Huang Jia-Li, National Taiwan Normal University, Taiwan
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