Juicio profesional docente ante dilemas éticos escolares: Un enfoque ecléctico para evidenciar las dimensiones éticas de la docencia
The relationship between ethics and teaching has been widely explored since the mid-twentieth century, in various countries, through the development of theoretical and empirical studies. These investigations usually refer to questions inherent in the conversation between the fields of philosophy and...
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| Formato: | Online |
| Lenguaje: | spa |
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Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE)
2021
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/4427 |
| Sumario: | The relationship between ethics and teaching has been widely explored since the mid-twentieth century, in various countries, through the development of theoretical and empirical studies. These investigations usually refer to questions inherent in the conversation between the fields of philosophy and education as well as to the ethics of archetypal professions such as law or medicine. Many of these works have paid extensive attention to the ethical grounds and implications of teachers’ actions in schools, especially to the development of teacher professional judgment as a valuable resource to decide on controversial school situations. In this article, I return to those reviews and propose a theoretical approach to study the way in which primary-level teachers perceive and address school ethical dilemmas. I build an eclectic perspective that combines contributions from philosophy (ethics and pragmatics) and from the sociological, anthropological and educational fields and allows studying the processes of ethical perception, moral deliberation and professional judgment of these teachers in addressing their ethical dilemmas as indications of the overlooked ethical dimensions of their actions. |
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