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

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dc.contributor.authorHeinz, Manuela
dc.contributor.authorFleming, Mary
dc.contributor.authorLogue, Pauline
dc.contributor.authorMcNamara, Joseph
dc.contributor.editorSupple, Brionyen
dc.contributor.editorDelahunty, Tomen
dc.date.accessioned2020-11-05T09:47:05Z
dc.date.available2020-11-05T09:47:05Z
dc.date.issued2019
dc.description.abstractTeachers 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.description.statusNot peer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationHeinz, 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.2019.26en
dc.identifier.doi10.33178/LC.2019.26
dc.identifier.endpage134
dc.identifier.startpage129
dc.identifier.urihttps://hdl.handle.net/10468/10709
dc.language.isoenen
dc.publisherUniversity College Corken
dc.publisherNational Forum for the Enhancement of Teaching and Learning in Higher Educationen
dc.rights© 2019, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectMoral agencyen
dc.subjectDuty of careen
dc.subjectNational University of Ireland, Galwayen
dc.subjectNUIGen
dc.subjectGalway-Mayo Institute of Technologyen
dc.subjectGMITen
dc.subjectThe Ethical Teacher Programmeen
dc.subjectEthicsen
dc.titleCollaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placementen
dc.typeConference itemen
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