Impact of Ethical Dilemmas on Well-Being of Teachers in Vocational Education and Training in Queensland, Australia

Autor/in	Nakar, Sonal
Titel	Impact of Ethical Dilemmas on Well-Being of Teachers in Vocational Education and Training in Queensland, Australia
Quelle	In: International Journal of Training Research, 17 (2019) 1, S.35-49 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
DOI	10.1080/14480220.2019.1602122
Schlagwörter	Ethics; Well Being; Teaching Methods; Educational Improvement; Vocational Education; Educational Change; Foreign Countries; Vocational Education Teachers; Teacher Attitudes; Student Diversity; Student Evaluation; Anxiety; Emotional Disturbances; Knowledge Economy; Phenomenology; Moral Values; Faculty Development; Psychological Patterns; Australia + Suchen Sie Ihr Suchwort? Ethik; Well-being; Wellness; Wohlbefinden; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching improvement; Unterrichtsentwicklung; Ausbildung; Berufsbildung; Bildungsreform; Ausland; Ausbilder; Lehrerverhalten; Schulnote; Studentische Bewertung; Angst; Gefühlsstörung; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Phenomenological psychology; Phänomenologie; Psychologie; Moral value; Ethischer Wert; Australien
Abstract	Vocational education and training (VET) in Australia has been subject to a range of major policy reforms aimed at making it more effective and competitive in response to global pressures. Those reforms have raised significant ethical challenges for teachers in the sector. A recent study of ethical dilemmas faced by vocational trainers in Australia investigated the experiences of Australian vocational education teachers working registered training organizations (RTOs) using qualitative research. The author drew primarily on discursive interviews with 18 VET teachers in South-East Queensland, from which she identified four different dilemmas: responding flexibly to heightened student diversity; limiting educational engagement; constraining teacher responsiveness; manipulating learning assessment. The impacts of these dilemmas were identified as disappointment, confusion, anxiety, discomfort, and distress. While this study focuses on the ethical impact on VET teaching, the dilemmas themselves could be seen as a basis for positive change and a stimulus to improve teaching practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01