The Ethical Dimension of Teacher Practical Knowledge: A Narrative Inquiry into Chinese Teachers' Thinking and Actions in Dilemmatic Spaces

Autor/inn/en	Chen, Xiangming; Wei, Ge; Jiang, Shuling
Titel	The Ethical Dimension of Teacher Practical Knowledge: A Narrative Inquiry into Chinese Teachers' Thinking and Actions in Dilemmatic Spaces
Quelle	In: Journal of Curriculum Studies, 49 (2017) 4, S.518-541 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2016.1263895
Schlagwörter	Ethics; Faculty Development; Foreign Countries; Epistemology; School Administration; Educational Policy; Educational Practices; Teacher Role; Educational Change; Global Approach; Knowledge Base for Teaching; Teacher Effectiveness; Teacher Student Relationship; Elementary School Teachers; National Programs; Teacher Attitudes; National Curriculum; China + Suchen Sie Ihr Suchwort? Ethik; Ausland; Erkenntnistheorie; Politics of education; Bildungspolitik; Bildungspraxis; Lehrerrolle; Bildungsreform; Globales Denken; Teaching theory; Theory of teaching; Unterrichtstheorie; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; nicht übertragen; Lehrerverhalten
Abstract	Previous research concerning teacher practical knowledge has revealed its epistemological foundations, content structure and research methodology, but little research examines its ethical dimension. Based on a four-year project in China, this study probes the ethical dimension of an experienced teacher's practical knowledge, explicated in a dilemmatic but teachable moment. Narrative inquiry is used as both a research method and a representational form to reveal the teacher's ethical decisions and actions in the nested macro-meso-micro dilemmatic spaces. It is found that the teacher's practical knowledge is embedded in a complicated web of meanings, and tapestried by her compromise to the national policies, her negotiation with the school governance and her caring for her students with diverse backgrounds. The ethical dimension of her practical knowledge provides her a vital power to carry out her educational practice. It is advocated that an "ethical turn" for research and practice in teacher professional development is needed, so as to authorize teachers' professionality reflected in their roles as humanity cultivators and transformative intellectuals. Moreover, under the global educational reform context since late 1990s, this article can be seen not only as a case from China, but also has implications for other countries in the world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01