Ethical sensitivity in teaching and teacher education

Peer reviewe

Ethical Competence for Teachers: A Possible Model

In Education Sciences, the notion of ‘competence’ is widely used, both as an aim to be reached with students and as performance in teachers’ education. This article advances a type of competence that is highly relevant for teachers’ work, namely the ‘ethical competence.’ Ethical competence enables teachers to responsibly deal with the daily challenges arising from their professional roles. In this study, I put forward a definition of ethical competence and I propose a conceptual structure, both meant to support the illustration, description, and development of ethical competence for teachers

Humanism, education and spirituality: Approaching psychosis with levinas

The article investigates the recent turn towards Emmanuel Levinas’ writings in the philosophy of Education. Engaging this turn, the article sets out to develop an ethical, personal and contemplative approach towards understanding and responding to psychosis. By imagining a Levinasian horizon for understanding the experience of psychosis in the Teaching-Learning environment, Levinas’ thought gives hope to take on the work of justice and offer a gift of friendship especially when faced with students experiencing psychosis. The approach towards people suffering the moods and difficulties of psychosis, the article argues, parallels the very spiritual practice of contemplation

Teaching and learning about controversial science issues

The overarching Nature of Science (NoS) strand in our revised science curriculum presents teachers of science with a number of challenges. One of them is the ‘Participating and Contributing’ achievement aim with its focus on controversial science issues (CSI). This article reports on a new classroom model for exploring controversial science issues with students that was trialled in New Zealand science classrooms, writes Dr. Kathy Saunders, the University of Waikato

Assessment and the self: academic practice and character attributes

A case is made for how, within higher education, we might make use of the relationship that exists between students’ academic practices and outputs, and their character attributes such as open-mindedness, enthusiasm and perseverance. Examples of how academic practices have the capacity to reveal a range of character attributes are discussed, and even though there are very good reasons for believing this potential exists, the need is identified for further research of a kind that would stimulate engagement from students, teachers and academic support staff. Since any generalised, formalised or non-student-led application of these insights to teaching practice would be inappropriate, two points are made about the nature and application of such investigation. First, qualitative methods, and in particular narrative analysis, would be best suited to the complex, ethically sensitive and significantly idiographic nature of the relationship in question. Second, research that generated detailed case studies would also serve as an appropriate means of inspiring this form of reflection in students. This could occur either as a direct result of students engaging with these case studies, or indirectly via increased teacher and learning development staff’s sensitivity to possibilities of these kinds of dialogues occurring. A brief example from my own teaching experience indicates the form and content of the studies that I have in mind

Servant Leadership: Making a Difference in University TESL Programs

Teaching English as a Second Language is a broad field with programs designed to teach students from all languages and cultures around the world. Currently, the field is facing an urgent need for qualified teachers and leaders due to increasingly high numbers of immigrants and refugees. To meet this challenge, universities must have a plan for adequately preparing teachers to work with the growing population of non-native English learners. Creating these programs require an understanding of ways to support English learners academically, linguistically, and culturally as they transition into English speaking schools. Based on the need for support, this article provides a model for university program leaders in meeting the need for future teachers by applying the principles, values, and practices of servant leadership

Students' perspective of a mathematics extension programme designed with special interest in history : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Studies (Mathematics) at Massey University

The current Mathematics in the New Zealand Curriculum (Ministry of Education, 1992) includes the development of mathematical talent as a major aim of mathematics education. In catering for the individual needs of all students, the document emphasizes that students with exceptional ability in mathematics must be extended and are not expected to repeat the work they have already mastered. Talented students should be exposed to broader, richer, and more challenging mathematical experiences, should be allowed to investigate whole new topics, and work at a higher conceptual level. Despite a growing awareness among secondary school teachers of the needs of mathematically gifted and talented students in the New Zealand secondary school classrooms, there are few exemplars of how mathematics programmes can be adapted for class groups of talented students. This study involves an investigation based on student perceptions of a mathematics programme that build on specific interest of a whole class group of students. The aim of this qualitative exploratory case study, undertaken in an urban secondary school for girls, was to seek students' views on a Year 10 mathematics extension programme. As part of their Year 10 general extension programme, they participated in mathematics extension and studied history as their chosen option. While all students in this class were academically talented and high achievers in their core subject areas, not all of them were equally talented, or equally interested in mathematics. The mathematics extension programme, designed by their mathematics teacher (the researcher), specifically integrated their interest in history. Data was generated from student self-evaluation questionnaires at the beginning of the course, and student questionnaires and focus-group interviews at the end of the course. Students' written and verbal responses were analyzed and then conclusions drawn. The findings suggested that by approaching mathematics from a historical point of view and thereby building on their common interest, the programme of study facilitated the development of mathematical talent and supported students in developing interest and a positive disposition towards mathematics

Teacher education and the new biology

Recent years have seen a growth not only in biological knowledge but also, and more significantly for teacher education, in the types of knowledge manifested in biology. No longer, therefore, is it adequate for teachers to retain a Mertonian or a Popperian conception of science. Today's teachers of science need also to be able to help their students discuss bioethics and the societal implications of biology, even when these are controversial and contested. Moreover, practical work can no longer be confined to ‘pure’, ‘safe’ and ‘confined’ activities. These are increasingly rejected by students, validly, as boring or irrelevant. Instead, we need to help student undertake a range of activities that help them to develop criticality and the potential for action. While some may see this as an attack on science, I would argue that this attitude is akin to those who once held that religious education (in countries that permit it) should confine itself to ‘the faith’