Behind the scenes of reflective practice in professional development: A glance into the ethical predicaments of secondary school teachers

被引：35

作者：

Finefter-Rosenbluh, Ilana ^{[1
]}

机构：

[1] Harvard Grad Sch Educ, 13 Appian Way, Cambridge, MA 02138 USA

来源：

TEACHING AND TEACHER EDUCATION | 2016年 / 60卷

关键词：

Ethical dilemmas; Professional development; Reflective practice; Teacher education; Teaching; SURVEILLANCE; SEARCH; VIDEO;

D O I：

10.1016/j.tate.2016.07.028

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This case study examined 12 American secondary school teachers' ethical predicaments involving reflective practices in professional development programs (PDPs), and the impact of these predicaments on their school's work processes. Qualitative measures revealed ethical ramifications of professional development's (PD) reflective procedures, whereby teachers experienced deleterious effects regarding their students and their colleagues, to the extent that teachers may have experienced moral injury. Furthermore, findings showed that teachers who served as group facilitators struggled to set an ethical balance between formative evaluation and summative evaluation, to the extent of violating confidential PD codes. Implications for reflective practices in PD are discussed. (C) 2016 Elsevier Ltd. All rights reserved.

引用

页码：1 / 11

页数：11