Team-Based Simulation: Toward Developing Ethical Guidelines among American and Israeli Teachers in Jewish Schools

Autor/inn/en	Shapira-Lishchinsky, Orly; Glanz, Jeffrey; Shaer, Anat
Titel	Team-Based Simulation: Toward Developing Ethical Guidelines among American and Israeli Teachers in Jewish Schools
Quelle	In: Religious Education, 111 (2016) 5, S.555-574 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-4087
DOI	10.1080/00344087.2016.1085134
Schlagwörter	Guidelines; Judaism; Teacher Attitudes; Ethics; Simulation; Training Methods; Teamwork; Comparative Analysis; Teaching Experience; Comparative Education; Critical Incidents Method; Caring; Organizational Climate; Justice; Confidentiality; School Policy; Interprofessional Relationship; Educational Objectives; Academic Standards; Freedom; Human Dignity; Foreign Countries; Israel; United States + Suchen Sie Ihr Suchwort? Richtlinien; Judaismus; Lehrerverhalten; Ethik; Simulation program; Simulationsprogramm; Didaktik; Trainingsmaßnahme; Vergleichende Erziehungswissenschaft; Care; Pflege; Sorge; Betreuung; Organisationsklima; Gerechtigkeit; Schulpolitik; Educational objective; Bildungsziel; Erziehungsziel; Freiheit; Menschenwürde; Ausland; USA
Abstract	This study attempts to explore Israeli and American teachers' perceptions based on their ethical dilemmas in Jewish schools. A cross-national study was undertaken in Jewish schools, examining fifty teachers from Israel and fifty-one teachers from the United States. Designed with team-based simulations, this study revealed strong similarities between teachers' ethical dilemmas in both Israel and the United States. Several differences were found in the ethical guidelines participants created, based on contextual, school-related factors. This study suggests that ethical guidelines should be developed by teachers and that the use of team-based simulations is warranted to assist teachers in ethical decision making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01