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- Cronqvist, Marita
(författare)
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Didethics - a didactic model including professional ethics
- 2017
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Ingår i: Nordisk Tidskrift för Allmän Didaktik. - 2002-1534. ; 3:1, s. 68-85
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Tidskriftsartikel (refereegranskat)abstract
- Ethics in teaching can be understood in different ways. In this article, ethics in teaching is interpreted as values that are expressed by the teacher through words or actions in interaction with students. Previous research has indicated that ethics in teaching with this meaning is difficult to recognize and verbalize. Professional ethics also seems to be randomized and built mostly on personal feelings. In an empirical study of professional ethics, data was analyzed in order to find the essence of the phenomenon professional ethics. The study indicated a lack of professional ethics in preparing and in following up teacher students for school-based training, in didactic plans and in dialogues with teacher educators in the field. This inspired the development of a didactic model, Didethics, in an attempt to make visible and to raise awareness of the importance of professional ethics in teaching. In this model, the essence of professional ethics according to the result of the empirical study becomes a part of didactics. Therefore, the implementation of the study and the result formulated as the essence of professional ethics is presented first, followed by the didactic model and descriptions of how it can be useful to future teachers.
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| 2. |
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| 3. |
- Levinsson, Magnus
(författare)
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Slutreplik på två vitt skilda läsningar
- 2017
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Ingår i: Nordisk tidskrift för allmän didaktik. - 2002-1534. ; 3:1, s. 101-104
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Pettersson, Gerd, et al.
(författare)
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Rektor i kläm mellan uppdrag och förutsättningar : specialpedagogisk verksamhet i svenska glesbygdsskolor
- 2017
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Ingår i: Nordisk tidskrift för allmän didaktik. - 2002-1534. ; 3:1, s. 23-42
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Tidskriftsartikel (refereegranskat)abstract
- There are most likely considerable differences between running schools in rural areas and in big cities. Research has not paid attention to these differences and therefore, there is a lack of knowledge about running schools in rural areas in Sweden. The purpose of this study has been to describe and analyse how principal in schools in rural areas organize their activities, with a focus on special education. The study includes answers from 45 principals in a web survey. These principals represented the four northernmost counties of Norrbotten, Västerbotten, Västernorrland and Jämtland in Sweden. In this study, a school in a rural area is defined as a school of 55 students at the most. The principals represent 53 schools in rural areas, with some principals working in more than one school in these areas. The results show that more than half of the principals govern their schools by distance and seem to be very familiar with the steering documents regarding special education. The results also show that more than half of the principals considered that students’ needs for special support depend mainly on individual student-related factors rather than factors related to the learning environment. However, more than half of the principals emphasized the relevance of the learning environment for the students’ development of knowledge and the importance of flexible ways of working. Overall, the results show how complex the situation of conditions and requirements is for the everyday life for the principals as they strive for equivalent schools.
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