Professional Ethics as Experienced by Student Teachers
A Neoliberal View
Bibliographic Data
| ID | 21828884 |
|---|---|
| Authors | Marita Cronqvist (0000-0002-6639-8803, University of Borås, corresponding author) |
| Year | 2020 |
| Volume | 14 |
| Issue | 1 |
| Pages | 89-104 |
| Publication date | 2020-06-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Phenomenology & Practice (JOURNAL) |
| Journal identifiers | ISSN: 1913-4711 • E-ISSN: 1913-4711 |
| Publisher | University of Alberta Libraries (PUBLISHER) |
| DOI | 10.29173/pandpr29400 |
| OpenAlex | W3034249043 |
| Language | EN |
| Citations received | 2 |
| References cited | 18 |
Student teachers’ experiences of professional ethics, as lived practice, need to be visualized and verbalized to support their ability to develop an ethical practice. The aim of this article is to discuss the lived experiences of professional ethics from beginning teachers’ internship, based on a phenomenological study. Some of the essential meanings are interpreted in relation to the tension between responsibility and accountability that is emerging from neoliberal influences in teacher education. Inspired by Reflective Life World Research (RLR), interviews were conducted with student teachers specializing in preschool and elementary school. The empirical data was analyzed in order to determine the meanings that constitute the lived experience of professional ethics for early career teachers. By identifying the implications of professional ethics in neoliberal times, teacher educators can more easily observe and communicate the manifestations this has for teaching. Discussions and observations of professional ethics can stimulate student teachers’ learning as part of teacher education discourse
Accountability · Engineering ethics · Internship · Lived experience · Pedagogy · Political science · Professional development · Professional ethics · Sociology · Critical and Liberation Pedagogy · Law · Philosophy, Ethics, and Existentialism · Psychology · Teacher Education and Leadership Studies
The essence of essences – the search for meaning structures in phenomenological analysis of lifeworld phenomena
On the Epistemology of Reflective Practice
What is meant by inclusion? An analysis of European and North American journal articles with high impact
The Tacit Dimension
The meaning of role modelling in moral and character education
Widening participation, the instrumentalization of knowledge and the reproduction of inequality
Certification of Teachers
To not make definite what is indefinite
Changes in teacher education in Sweden in the neo-liberal education age
Exclusion
The missing language of the classroom
Modeling as moral education
The lack of professional knowledge in values education
Neo-liberalism and universal state education
Dispositions as Virtues
On the Reasons We Want Teachers of Good Disposition and Moral Character
Bringing professional responsibility back in
Acceptance of the limits of knowability in oneself and others
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |