Promises to Practice: Learning a PROactive Approach to Ethical Dilemmas

Autor/inn/en	Ambery, Mary Elizabeth; Steinbrunner, Ruth K.
Titel	Promises to Practice: Learning a PROactive Approach to Ethical Dilemmas
Quelle	In: Young Children, 62 (2007) 4, S.90-96 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Teaching Methods; Teachers; Ethics; Problem Solving; Behavior; Advocacy; Beliefs; Federal Legislation; Standardized Tests; Teacher Student Relationship; Teacher Responsibility; Parent Teacher Cooperation; Accountability + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehrer; Lehrerin; Lehrende; Ethik; Problemlösen; Sozialanwaltschaft; Belief; Glaube; Bundesrecht; Standadised tests; Standardisierter Test; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrverpflichtung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Verantwortung
Abstract	Learning to be PROactive, as the title of this article suggests, means Pooling one's knowledge, Reflecting respect, and Opening oneself to action. It recognizes early childhood educators' promises to their field of practice, based on widely held beliefs and principles. Educators can apply professional ethics to everyday problem solving and their advocacy actions. Two assumptions prepare teachers to connect their promises to practice: (1) understanding and practicing ethical conduct is a thinking and action-oriented process; and (2) understanding ethics and applying ethics to practice are two separate but complementary functions. The way teachers think about ethical behavior influences their practice; how teachers practice, in turn, influences their thinking about ethical behavior. This cycle is continuous. In this article, the authors present scenarios to help teachers stretch their thinking about their day-to-day situations and come to a useful appreciation that, through their application of principled (and ethical) problem-solving techniques, they can learn to do better what they may already be doing in part--thinking and acting according to their professional code of ethics. (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://www.journal.naeyc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10