Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement

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dc.contributor.author Heinz, Manuela
dc.contributor.author Fleming, Mary
dc.contributor.author Logue, Pauline
dc.contributor.author McNamara, Joseph
dc.contributor.editor Supple, Briony en
dc.contributor.editor Delahunty, Tom en
dc.date.accessioned 2020-11-05T09:47:05Z
dc.date.available 2020-11-05T09:47:05Z
dc.date.issued 2019
dc.identifier.citation Heinz, M., Fleming, M., Logue, P. and McNamara, J. (2019) 'Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement', Learning Connections 2019: Spaces, People, Practice, University College Cork, Cork, Ireland, 5-6 December, pp. 129-134. doi: 10.33178/LC.2019.26 en
dc.identifier.startpage 129
dc.identifier.endpage 134
dc.identifier.uri http://hdl.handle.net/10468/10709
dc.identifier.doi 10.33178/LC.2019.26
dc.description.abstract Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the Teaching Council Code of Professional Conduct for Teachers (Code) (2012) and explorations of selected ethical ‘case studies’ in teaching, using collaborative learning (CL) and role play strategies. The ‘ethical dilemma’ approach employed mirrored literature studies (Colenerud, 1997; Husu & Tiri, 2003; Klassen, 2002). Unique to the approach, however, was the method of application of selected classical and contemporary ethical philosophies to moral dilemmas in teaching. The programme was designed to include a one-hour introductory lecture on professionalism and ethics (from the perspectives of moral literacy and ethical theory) followed by a two-hour applied workshop. The workshop employed student-centred, active teaching and learning methods, specifically, collaborative learning, role play and case study analysis. Six ethical philosophical principles (or ‘lenses’) were integrated into programme delivery - teleology, deontology, virtue ethics, justice ethics, care ethics and relationality ethics. These lenses were applied to real-world teaching case studies. One cohort to which this training programme is offered annually is the student teachers on the Professional Master of Education (PME) programme in NUIG. The PME cohort (2015-2016) is the focus of the present study. The study sought a critical reflection on, and evaluation of, this training programme, from a student perspective. This study is phase one of a larger on-going study. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.publisher National Forum for the Enhancement of Teaching and Learning in Higher Education en
dc.rights © 2019, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. en
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject Moral agency en
dc.subject Duty of care en
dc.subject National University of Ireland, Galway en
dc.subject NUIG en
dc.subject Galway-Mayo Institute of Technology en
dc.subject GMIT en
dc.subject The Ethical Teacher Programme en
dc.subject Ethics en
dc.title Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement en
dc.type Conference item en
dc.internal.authorcontactother Manuela Heinz, National University of Ireland, Galway en
dc.internal.availability Full text available en
dc.description.version Published Version en
dc.description.status Not peer reviewed en
dc.internal.conferencelocation University College Cork, Cork, Ireland en


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© 2019, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Except where otherwise noted, this item's license is described as © 2019, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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