ERIC Number: EJ1111050
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Teachers' Interpretations of the Ethical Dimensions of Teaching on the Chinese Mainland: A Case Study of Two Secondary Schools in Shanghai
Lijia, Wang; Lai, Manhong; Lo, Leslie N. K.
Frontiers of Education in China, v11 n2 p165-186 2016
This paper highlights Chinese teachers' ethical concerns in their relationships with students, colleagues, and students' parents. Through a qualitative study of 26 teachers, it was found that the teachers were often trapped in a dilemma between teaching to students' real development and teaching to the test. The ethics of professional collaboration were compromised by the dominant norms, including interpersonal harmony and respect for older teachers, and by competition among individual teachers to demonstrate good performance. Moreover, in a situation where parents' trust was diminishing, teachers assumed certain teaching and caring responsibilities for children from disadvantaged families. It is suggested that the professionalization of teachers should provide them with more professional space to transform their ethical considerations into practice.
Descriptors: Foreign Countries, Secondary School Teachers, Teacher Attitudes, Ethics, Case Studies, Qualitative Research, Educational Practices, Teaching Methods, Professionalism, Theory Practice Relationship, Barriers, Norms, Interpersonal Relationship, Teacher Student Relationship, Parent Attitudes, Trust (Psychology), Disadvantaged
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: China (Shanghai)
Grant or Contract Numbers: N/A