研究生: |
許淑玫 Hsu, Shu-Mei |
---|---|
論文名稱: |
國民小學教師教學倫理守則建構之研究 The Study of Constructing the Code of Ethics of Teaching for Elementary School Teachers |
指導教授: |
黃政傑
Hwang, Jeng-Jye |
學位類別: |
博士 Doctor |
系所名稱: |
教育學系 Department of Education |
論文出版年: | 2006 |
畢業學年度: | 94 |
語文別: | 中文 |
論文頁數: | 392 |
中文關鍵詞: | 倫理決定 、教學倫理 、教學倫理守則 、教學倫理議題 |
英文關鍵詞: | ethical decision making, the ethics of teaching, the code of the ethics of teaching, the issue of the ethics of teaching |
論文種類: | 學術論文 |
相關次數: | 點閱:265 下載:89 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
教學是一項道德的行動,教學倫理在教育實務現場中,架構了教學的核心,教師在師生互動過程中,有必要覺察到教學行為的倫理層面,並道德地從事教學。
近幾年來,師生衝突日增,傷害學生身心的事件層出不窮,呈顯出教師在教學倫理認知與實踐上的匱乏。有鑑於守則可以為教師行為提供引導與規範,建構一套適合國小實務界運用的教學倫理守則乃成為本研究關注之焦點。
基於此,本研究之目的有五:第一,探究國民小學教師在教學現場中所面臨的倫理議題及倫理困境;第二,了解國民小學教師面對倫理議題或倫理困境時,其倫理決定歷程;第三,建構國民小學教師教學倫理守則;第四,從實務工作者的觀點,了解本研究建構的國民小學教師教學倫理守則之可行性;第五,提出結論與建議,供教育實務工作者、相關單位及專業組織參考。為達上述目的,本研究透過訪談法、德懷術問卷調查法以及焦點團體訪談等方式蒐集資料。
本研究依據研究發現,歸納重要結論如下:
一、教師較常面臨的教學倫理議題包括:不當懲罰、公平對待、隱私權、評分、以身作則、安全的環境、知識的教導、誠實、利益衝突、教育中立以及學生受教權等,其中隱私權議題普遍遭到忽略。
二、衍生教學倫理困境的可能因素,分別來自於:超越師生關係的其他重要他人;以及教師責任與服務範圍的模糊性。
三、教師的倫理決定步驟,有兩種形式,其一是直覺式的決定;其二為非直覺式的決定,包括問題確認、決定並行動、反思與評估、修正行動等步驟。
四、教師從事倫理決定時,所依據的原則包括:公平、耐心、一視同仁、行為結果的對錯、人性本善、不傷害、慈愛/愛、立即性嚇阻以及關懷等九種原則,其中愛與公平是普遍被運用到的倫理決定原則。
五、影響教師從事倫理決定之因素,主要來自於:父母教養方式、複製在學受教經驗、閱讀的啓迪、學生的反應、學生模仿教師行為的震憾、同僚的支持與建議、初任教師的壓力、家長的觀念、教學經驗、關鍵事件的影響、為人父母的同理心以及婚姻狀況等,其中教師個人的受教經驗是最普遍的影響因素。
六、國小教師教學倫理守則之建構過程,係基於文獻探討及實務界的教學倫理議題而形成初步守則問卷,再經過德懷術問卷調查法及焦點團體訪談等歷程,建構完成教師教學倫理守則。
七、國小教師教學倫理守則之架構包括前言、守則條文以及守則說明等三部份。守則條文共計十五條,分別包含於:懲罰與正當程序、公平對待、師生關係、尊重學生隱私、學生受教權以及教室民主歷程等六個向度。
八、教師對教學倫理守則具有積極正向的認同,其理由來自於守則的六項功能:制約與提醒;修正教師的教學行為;進行教學批判;解決教學倫理困境;發現與改善教學中的無心之過;開啟師生之間的關懷關係
九、教師對應用與實踐教學倫理守則之看法與建議,主要包括:強化認知、練習實踐、團體約束以及職前教育等四大類。
Teaching is an action of morality. The ethics of teaching is the core of the teaching frame in the scene of education practice. Teachers need to be aware of the ethical aspects of their behaviors while teaching and teach morally.
During recent years, the conflicts between teachers and students became more frequent and the events of hurting students physically as well as psychologically also happened frequently. These phenomena revealed that teachers were lacking in the cognition and practice of the ethics of teaching. This study aimed at constructing a code for elementary school teachers to apply the ethics of teaching to practice, hoping it might help and provide guidance for them.
Based on the aim, this study intended to reach five goals: first, to discuss the ethical issues and dilemmas with which elementary school teachers are confronted in the teaching scene; secondly, to understand the process of ethical decision making when teachers are confronted with ethical issues or dilemmas; thirdly, to construct an ethical code for teachers to follow while teaching; fourthly, to discuss the practical feasibility of the code from the practitioners’ viewpoints; fifthly, to offer conclusions and recommendations to practitioners, educational institutes or professional organizations for their reference. To achieve these five goals, this study collected data by means of the interview method, Delphi technique and focus group interview.
According to the research outcome, this study came to the following conclusions:
1.The issues of the ethics of teaching which teachers were commonly confronted with included improper punishment, equal treatment, privacy, grading, setting a good example, safe environment, knowledge instructing, honesty, benefit conflict, education neutrality, and the right of receiving instruction. Among these, the right of privacy was often being ignored.
2.The probable factors of dilemmas of the ethics of teaching were derived from the significant third persons beyond the relationship of teachers and students, and the ambiguousness of teachers’ duty and service scope.
3.The procedure of teachers’ ethical decision making contained two forms: one was intuitional decision making; the other was non-intuitional decision making which included problem confirmation, deciding and then acting, reflecting and evaluating, and action modifying.
4.The nine principles teachers adopted while making ethical decision were fairness, patience, equal treatment, consequences of behaviors, the goodness of human nature, harmlessness, kindness, love, immediate prevention and caring.
5.The major factors which influenced teachers’ ethical decision making were parents’ different way of nurturing, reproduction of the previous experience of being a young student, the inspirations from readings, the responses of students, the shock of how easily students mimic teachers’ behaviors, the supports and advice from colleagues, the pressure of being an inexperienced new teacher, the conceptions of parents, the teaching experiences, the impact from important events, empathy of being a parent, and the status of marriage.
6.The construction process of the code of the ethics of teaching was, first, based on documents of ethical issues of teaching plus the practical exercises which formed the initial questionnaire of the code; then through the process of Delphi technique and focus group interview; finally, finishing the construction of the ethical code.
7.The content of the ethical code in this study had three parts: preface, regulations and illustrations. There are fifteen regulations which had six dimensions including punishment and due process, equal treatment, relationship of teachers and students, respecting students’ privacy, students’ right of receiving instruction and the democratic process inside classrooms.
8.Teachers had positive and active identification toward the code of the ethics of teaching. The following six functions of the code gave the reason: restricting and reminding, modifying teaching behaviors, judging the teaching, resolving the dilemmas of the ethics of teaching, discovering and correcting the unintentional mistakes, creating the relationship of caring between teachers and students.
9.The viewpoints and opinions of teachers toward the application and practice of the ethical code included four categories: cognition reinforcement, practical exercising, professional community restriction and teacher education.
壹、中文部份
人本教育基金會(2000a)。校園事件。人本教育札記,137,104。
人本教育基金會(2000b)。校園事件。人本教育札記,130,100。
人本教育基金會(2001)。校園事件。人本教育札記,139,86。
人本教育基金會(2004)。2004年國中、小校園體罰問卷報告。人本教育札記,183,40-45。
中國教育學會(1982)。教育組織與專業精神。台北市:華欣文化事業。
方永泉(1997)。日常生活道德觀與身教。載於郭實渝主編,當代教育哲學論文集二(頁167-188)。台北市:中央研究院歐美研究所。
方永泉(2004)。教師修養與教師專業倫理--德行倫理學觀點的分析。載於黃藿主編,教育專業倫理(1)(頁135-183),台北市:五南。
方志華(2000)。諾丁關懷倫理學之理論發展與教育實踐。國立台灣師範大學教育學系博士論文,未出版,台北市。
王臣瑞(1980)。倫理學。台北市:台灣學生。
台北市教師會(2002)。台北市教師自律公約。2005年4月4日,取自http://www.tta.tp.edu.tw/1_studyplan/detail.asp?titleid=267
全國法規資料庫(2005)。教育基本法。2006年4月24日,取自http://law.moj.gov.tw/Scripts/NewsDetail.asp?no=1H0020045
全國教師會(2000)。全國教師自律公約。2005年2月20日,取自http://www.geocities.com/edu2top/newlaw2.htm
江月鳯(1999)。國民中學教師倫理之研究。國立彰化師範大學教育研究所碩士論文,未出版,彰化縣。
何畫瑰(譯)(2003)。D. B. Resnik著。科學倫理的思索(The ethics of science)。台北縣:韋伯文化。
何懷宏(2002)。倫理學是什麼?台北市:揚智文化。
吳昆宗、張澄輝(2004年,10月8日)。。彰縣國小傳體罰,被罰交互蹲跳,學童重傷住院。中時電子報。2004年11月3日,取自,http://ec.chinatimes.com/scripts/chinatimes/iscstext.exe?DB=ChinaTimes&Function=ListDoc&From=2&Single=1
吳芝儀、李奉儒(譯)(1995)。M. Q. Patton著。質的評鑑與研究(Qualitative evaluation and research methods)。台北市:桂冠。
吳清山(1997)。建立教師專業權威之探索--談專業知能、專業自主與專業倫理。初等教育學刊,6,41-58。
吳清山(1997)。專業自主與專業倫理。2005年2月13日,取自http://www.socialwork.com.hk/artical/educate/ik6.htm
吳清山(1999)。教師專業倫理內涵之建構。行政院國家科學委員會專題研究計畫成果報告(NSC87-2413-H133-006)。台北市:國立台北師範學院國民教育研究所。
吳清山(2001)。教育行政人員專業倫理內涵之建構。行政院國家科學委員會專題研究計畫成果報告(NSC89-2413-H133-010-S)。台北市:國立台北師範學院國民教育研究所。
吳清山、林天祐(2002)。教育名詞:專業倫理。2005年4月13日,取自http://www.nioerar.edu.tw:82/basis3/35/a15.htm
吳清山、林天祐(2005)。教育新辭書。台北市:高等文化。
宋文里(譯)(2001)。J. Bruner著。教育的文化:文化心理學的觀點(The culture of education)。台北市:遠流。
李琪明(2003)。倫理與生活: 善惡的變與辨。台北市:五南。
沈清松(1986)。為現代文化把脈。台北市:光啟。
沈清松(1992)。傳統的再生。台北市:業強。
沈清松(1996)。倫理學理論與專業倫理教育。通識教育季刊,3(2),1-17。
沈清松(1998)。解除世界魔咒。台北市:台灣商務。
沈清松(2000)。新千禧的願景:價值創造與倫理重建。載於戴良義(主編),「新時代的家庭倫理—尊重與關懷」論文集(頁6-21)。台北市:法鼓人文社會學院。
周聖心(1997)。他吹縐一池教育的死水:訪台中地檢署謝錫和檢察官。人本教育札記,95,84-86。
周德楨(民87)。教育社會學的研究方法(二)--質性研究,載於陳奎熹主編:現代教育社會學(頁51-68)。台北市:師大書苑。
林文瑛(2000)。談家庭倫理的時代適應。載於戴良義(主編),「新時代的家庭倫理--尊重與關懷」論文集(頁23-32)。台北市:法鼓人文社會學院。
林火旺(1999)。倫理學。台北市:五南。
林立武(2005)。國民小學學校行政倫理議題之倫理決定。國立中正大學教育學研究所碩士論文,未出版,嘉義縣。
林奕民(2004)。臺北市中小學教師兼行政人員專業倫理之研究。台灣師範大學教育學研究所碩士論文,未出版,台北市。
林建福(2002)。要怎麼教就怎麼教,道德?專業?。學生輔導,82,50-63。
林清江(1982)。教師團體的專業化。載於中國教育學會主編,教育組織與專業精神(頁159-164)。台北:華欣文化。
林逢棋(譯)(1996)。P. K. McInerney著。哲學概論(Introduction to philosophy)。台北市:桂冠。
武自珍(譯)(1997)。W. Dryden著。理性情緒心理學入門(Invitation to rational-emotive psychology)。台北市:心理。
姜添輝、蘇永明、李奉儒(2003)。我國教師組織之倫理信條與教師專業認同及責任關係之研究整合型計畫。行政院國家科學委員會專題研究計畫成果報告(NSC90-2413-H-024-017-FC)。台南市:國立台南師範學院社會科教育學系。
姚大志(譯)(2002)。J. Rawls著。作為公平的正義:正義新論(Justice as Fairness: a restatement)。台北縣:左岸文化。
洪靖蓉(2003)。國中教師對學校中道德問題的認知與解決策略。國立中正大學教育學研究所碩士論文,未出版,嘉義縣。
洪志成、廖梅花(譯)(2003)。R. A. Krueger & M. A. Casey著。焦點團體訪談(Focus Groups)。嘉義市:濤石。
胡幼慧、姚美華(民85)。一些質性方法上的思考,載於胡幼慧主編:質性研究:理論、方法及本土女性研究實例(頁141-158)。台北市:巨流。
夏征農主編(1992)。辭海。台北市:東華。
夏林清(譯)(2000)。C. Argyris , R. Putnam, & D. M. Smith著。行動科學(Action science)。台北市:遠流。
孫效智(2000)。道德論證問題在基本倫理學上--目的論與義務論之爭。2006年4月6日,取自http://210.60.194.100/life2000/professer/johannes/articles/2.teleogie%20deontologie.htm
國立台灣大學(1998)。國立台灣大學教師倫理守則。2005年4月4日,取自http://host.cc.ntu.edu.tw/sec/www/ethics2.html
張萍(2000)。誰來捍衛孩子的心,屏東勝利國小體罰事件記實(下)。人本教育札記,133,45-47。
教育部(2003)。教師法。2005年2月20日,取自http://www.tmtc.edu.tw/~kidcen/six-9.htm
教育部(2004)。師資培育法。2005年2月20日,取自http://www.tmtc.edu.tw/~kidcen/six-4.htm
許孟祥、黃貞芬、林東清(1996)。資訊時代中倫理導向之決策制定架構。2005年4月22日,取自http://www.ios.sinica.edu.tw/pages/seminar/infotec1/code.htm
許倬雲(1995)。現代社會的職業倫理。台北市:洪建全基金會。
郭玉霞(1998)。教育專業倫理準則初探--美國的例子。國民教育研究集刊,12,1-20。
郭玉霞(2001)。專業倫理--小學老師面對的倫理問題。載於黃政傑、張芬芬主編,學為良師:在教育實習中成長(頁383-423)。台北市:師大書苑。
陳宗韓、陳振盛、劉振仁、鄭錦宏編著(2004)。應用倫理學:台北縣:高立。
陳延興(2000)。國小教師教學倫理之個案研究。國立台中師院教育研究所碩士論文,未出版,台中市。
陳特(1994)。倫理學釋論。台北市:東大。
陳銘祥(2005)。從這次總統大選談政治中立。國策專刊,14,16-18。
陳慧芬(1997)。國民小學組織文化之研究--一所台中市國民小學的個案分析。國立台灣師範大學教育學研究所博士論文,未出版,台北市。
喻文玟、洪敬浤(2004年,11月3日)。出軌師生戀 雙雙吃官司。聯合新聞網。2004年11月10日,取自http://yam.udn.com/yamnews/daily/2328189.shtml
馮喬蘭(2003)。自畫私處性教育,北一女護理作業惹爭議。2004年4月1日,取自http://intermargins.net/intermargins/YouthLibFront/SexRights/SexEducation/se29.htm
黃乃熒(2004)。後現代學校行政倫理及其兩難困境之解決。教育研究集刊,50(3),1-29。
黃天如、江昭青 (2004年,10月21日)。華僑中學命題風波老師記過。中時電子報。2004年11月3日,取自http://ec.chinatimes.com/scripts/chinatimes/iscstext.exe?DB=ChinaTimes
黃光國(1996)。專業倫理教育的基本理念。通識教育季刊,3(2),19-32。
黃光國(1998)。儒家倫理與專業倫理:矛盾與出路。載於國立暨南大學舉辦之「現代化與實踐倫理」學術研討會論文集(頁209--230),南投縣。
黃光國(2000)。在「尊重」與「關懷」之外:談新時代的家庭倫理。載於戴良義(主編),「新時代的家庭倫理--尊重與關懷」論文集(頁60-72)。台北市:法鼓人文社會學院。
黃建中(1974)。比較倫理學。台北市:國立編譯館。
黃政傑等著(1996)。質的教育研究:方法與實例。台北市:漢文。
黃貞芬、許孟祥、林東清(1996)。資訊倫理守則現況:以社會層級及倫理議題分析。2005年4月22日,取自http://www.ios.sinica.edu.tw/pages/seminar/infotec1/code.htm
黃瑞琴(1991)。質的教育研究法。台北市:心理。
黃藿(2004)。教育專業倫理與道德教育。載於黃藿主編,教育專業倫理(1)(頁1-44),台北市:五南。
楊秀宮(2005)。儒家「義利之辨」與彌爾「效益主義」異同之比較。載於私立樹德科技大學通識教育學院舉辦之「人文價值與生命關懷通識課程」研討會論文集(頁1-30),高雄縣。
葉匡時(1998)。談專業倫理。載於國立暨南大學舉辦之「現代化與實踐倫理」學術研討會論文集(頁231--251),南投縣。
葉娜慧( 2004年10月29日)。高市國中女生指控訓導主任性侵害,家暴中心專案調查。中時電子報。2004年11月10日,取自http://news.yam.com/ettoday/society/200410/20041029322543.html
詹棟樑(1996)。教育倫理學。台北:國立編譯館。
賈馥茗(1981)。學為人師--先己後人。今日教育,40,2-4。
賈馥茗(1987)。教育概倫。台北市:五南。
賈馥茗(2004)。教育倫理學。台北市:五南。
鄔昆如(1993)。倫理學。台北市:五南。
歐陽教(1995)。德育原理(第六版)。台北市:文景。
歐陽教(1998)。教育哲學導論(第十三版)。台北:文景。
蔡欽奇(2005)。論公務員之義務。2006年4月24日,取自http://www.nfa.gov.tw/show/show.aspx?pid=356
盧美秀(2004)。醫護倫理學。台北市:五南。
簡成熙(2000)。正義倫理與關懷倫理的論辯:女性倫理學的積極意義。教育資料集刊,25,185-211。
鄺芷人(1992)。康德倫理學原理。台北市:文津。
羅皓恩(2004年,10月26日)。教育部將規定,校園不可師生戀。中廣新聞網。2004年11月10日,取自http://news.yam.com/bcc/life/200410/20041026307021.html
龔寶善(1996)。現代倫理學。台北市:台灣中華。
貳、英文部份
Acadia University School of Education (2002). NSTU code of ethics. Retrieved March 13, 2005, from http://ace.acadiau.ca/fps/educ/news_students_alumni/undergrad/professionalism.html
Aurin, K., & Maurer, M. (1993). Forms and dimensions of teachers’ professional ethics: Case studies in secondary schools. Journal of Moral Education, 22(3), 277-296.
Barber, S. L. (1990). Ethical issues and perceptions of importance and frequency by adult educators in the cooperative extension system. Dissertation Abstracts International, 50(11), 34-45.
Barcena, F., & Gil, F. (1993). The ethical dimension of teaching: A review and a proposal. Journal of Moral Education, 22(3), 241-252.
Barone, T. N. (2004). Moral dimensions of teacher-student interactions in Malaysian secondary schools. Journal of Moral Education, 33(2), 179-196.
Bauman, Z. (1995). Life in fragments: Essays in postmodern morality. Oxford: Blackwell.
Beauchamp, T. L., & Childress, J. F. (2001). Principles of biomedical ethics (4th ed.). New York : Oxford University Press.
Bogdan, R. C., & Biklen, S. K. (1992). Qualitative research for education :An instruction to theory and methods (2nd ed.). Boston: Allyn and Bacon.
Boyd, K., & Davies, A. (2002). Doctors' orders for language testers: the origin and purpose of ethical codes. Language Testing, 19(3), 296-322.
Buzzelli, C. A., & Johnston, B. (2002). The moral dimensions of teaching: Language, power, and culture in classroom interaction. NY: RoutledgeFalmer.
Campbell, E. (2000). Professional ethics in teaching towards the development of a code of practice. Cambridge Journal of Education, 30(2), 203-221.
Carr, D. (1991). Educating the virtues: An essay on the philosophical psychology of moral development and education. London:Routledge
Carr, D. (2000). Professionalism and Ethics in Teaching. London:Routledge.
Clarkeburn, H. (2002). A test for ethical sensitivity in science. Journal of Moral Education. 31(4), 439-453.
Cottone, R. R. (2005). Detrimental therapist-client relationships—Beyond thinking of “dual” or “multiple” roles: Reflections on the 2001 AAMFT Code of Ethics. American Journal of Family Therapy, 33(1), 1-17.
Cottone, R. R., & Claus, R. E. (2000). Ethical decision-making models: A review of the literature. Journal of Counseling and Development, 78(3), 275-283.
Cranston, N., Ehrich, L., & Kimber, M. (2003). The ‘right’ decision? towards an understanding of ethical dilemmas for school leaders. Westminster Studies in Education, 26(2), 135-147.
Dempster, N., Carter, L., Freakley, M., & Parry, L. (2004). Conflicts, confusions and contradictions in principals' ethical decision making. Journal of Educational Administration, 42(4), 450-461.
Downie , R. S. (1999). Professions and Professionalism. In D. E. W. Fenner (Ed.), Ethics in education (pp.1-22). NY: Garland.
Ely, M., Anzul, M., Friedman, T., Garner, D., & Steinmetz, A. M. (1997). Doing qualitative research: Circles within circles (4nd ed.). PA: The Falmer Press.
Fenner, D. E. W. (1999). The Problem with Grading. In D. E. W. Fenner (Ed.), Ethics in education. (pp. 243-257). NY: Garland.
Fenstermacher, G. D. (1990). Some moral considerations on teaching as a profession. In J. I. Goodlad, R. Soder, & K. A. Sirotnik. (Eds.), The moral dimensions of teaching (130-151). California, Jossey-Bass Inc.
Fenstermacher, G. D. (1990). Some moral considerations on teaching as a profession. In J. I. Goodlad, R. Soder, & K. A. Sirotnik. (Eds.), The moral dimensions of teaching (130-151). San Francisco:Jossey-Bass.
Forester-Miller, H. & Davis, T. E. (1995). A practitioner’s guide to ethical decision making. (ERIC Document Reproduction Service No. ED 413 544)
Frankena, W. K. (1973). Ethics (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.
Gert, B. (1988). Morality : A new justification of the Moral rules. NY: Oxford University Press.
Gilligan, C. (1982). In a different voice: Psychological theory and women’s develop- ment. Cambridge, Massachusetts: Harvard University Press.
Gordon, W., & Sork, T. J. (2001). Ethical issues and codes of ethics: Views of adult education practitioners in Canada and the United States. Adult Education Quarterly, 51(3), 202-218.
Hansen, D. T. (1998). The moral is in the practice. Teaching and Teacher Education, 14(6), 643-655.
Haynes, F. (1998). The ethical school. London:Routledge.
Hostetler, K. D. (1997). Ethical judgment in teaching. Boston, MA: Allyn and Bacon.
Huau, J., & Tirri, K. (2001). Teachers’ ethical choice in socio-moral settings. Journal of Moral Education. 30(4), 361-375.
Juhala, J.L. (1994). Ethical decision-making strategies of supervisors of psychology interns. UMI Dissertation Services.
Keith -Spiegel, P., Whitley, B. E., Balogh, D. W., Perkins, D. V., & Wittig, A. F. (2002). The ethics of teaching: A casebook. NJ: Lawrence Erlbaum Association.
Kierstead, F. D., & Wagner, P. A. (1993). The ethical, legal, and multicultural foundations of teaching. Madison, WI: Brown & Benchmark.
Kitchener, K. S. (1984). Intuition, critical-evaluation and ethical principles: the foundation for ethical decision in counseling psychology. Counseling Psychologist, 12(3), 43-55.
Klinker, J. F., & Hackmann, D. G. (2003). An analysis of principals’ ethical decision making using Rest’s four component model of moral behavior. (ERIC Document Reproduction Service No. ED 478 255).
LaCorte, J. J., & McDermott, J. C. (2004). Vivian Paley as a model for moral decision-making. Early Child Development and Care, 174(6), 505-514.
Lampe, J. R., & Walsh, S. K. (1992). Reflective teachers’ ethical decision-making process. (ERIC Document Reproduction Service No. ED 407 003).
Lawler, P. A. (2000). The ACHE code of ethics: Its role for the profession. Journal of Continuing Higher Education, 48(3), 31-34.
Lecompte, M. D., Preissle, J., & Tesch, R. (1993). Ethnography and qualitative design in educational research. San Diego, CA: Academic Press.
Lincoln, Y. S., & Guba, E. G. (1989). Forth generation evaluation. Newbury Park: Sage.
Luckowski, J. (1996). Professional ethics among practicing educators. (ERIC Document Reproduction Service No. ED 395 926)
Lyons, N. (1990). Dilemmas of knowing: Ethical and epistemological dimensions of teachers’ work and development. Harvard Educational Review, 60(2), 159-180.
MacIntyre, A. (1984). After virtue: a study in moral theory (2nd ed.). Notre Dame, IN.: University of Notre Dame Press.
Mansbach, A., & Kaufman, R. (2003). Ethical decision-making of social workers’ association: A case study of the Israeli Association of Social Workers’ response to whistle-blowing. International Social Work, 46(3), 303-312.
McLaughlin, H. J. (1999). Reconciling care and control: Authority in classroom relationships. In D. E. W. Fenner (Ed.), Ethics in education (pp. 173-195). NY: Garland.
Melo, P. (2003). Ethical conflicts in teaching: The novice teacher’s experience. Retrieved March 13, 2005, from http://www.educ.uvic.ca/Research/conferences/connections2003/12Melo102.pdf
Miles, M. B., & Huberman, A. M. (1994). Data management and analysis methods. In N. Y. Dezin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp.428-444). Thousand Oaks: Sage.
National Education Association(1975). Code of Ethics of the Education Profession. Retrieved April 5, 2005, from http://www.nea.org/aboutnea/code.html
National Union of Teachers (2000). Union’s code of professional ethics. Retrieved March 13, 2005, from http://www.teachers.org.uk/reps-pix/10 1.pdf
Noddings, N. (1984). Caring: a feminine approach to ethics and moral education. Berkeley: University of California Press.
Noddings, N. (1992). The challenge to care in schools: an alternative approach to education. NY:Teachers College Press.
Noddings, N. (1993). Caring: A feminist perspective. In K. A. Strike & P. L. Ternasky, Ethics for professionals in education: Perspectives for preparation and practice (pp. 43-53), NY: Teachers College, Columbia University.
North Carolina State Board of Education (1998). Code of Ethics for North Carolina Educators. Retrieved March 13, 2005, from http://sbepolicy.dpi.state.nc.us/policies/QP-C-014.asp?pri=02&cat=C&pol=014&acr=QP.
North Dakota State University (1998). The code of ethics for Minnesota teachers. Retrieved March 13, 2005, from http://www.ndsu.nodak.edu/ndsu/education/teacher_education/Undergraduate%20Info/mn_ethics.htm.
NSW Department of Education and Training (2002). Professional ethics and teacher practice. Retrieved March 13, 2005, from http://www.schools.nsw.edu.au/edu_leadership/prof_read/ethics/bibby.php
Nunner-Winkler, G. (1984). Two moralities? A critical discussion of an ethical of care and responsibility of Kohlberg’s theory. Human Development, 23, 77-140.
Oser, F. K. (1992). Morality in professional action: A discourse approach for teaching. In F. K. Oser, A. Dick, & J. Patry (Eds.), Effective and responsible teaching: The new synthesis (pp. 109-125). NY: Jossey-Bass.
PA Dept. of Education (2002). Pennsylvania's code of professional practice and conduct for educators. Retrieved March 13, 2005, from http://www.teaching.state.pa.us/teaching/cwp/view.asp?a=15&Q=76982
Panzl, B., & McMahon, T. (1989). Ethical decision making: developmental theory and practice. (ERIC Document Reproduction Service No. ED 312 518).
Pojman, L. P. (1995). Ethics: discovering right and wrong (2nd ed.). Belmont, CA: Wadsworth.
Resnik, D. B. (1998). The ethics of science : an introduction. London : Routledge.
Rich, J. M. (1984). Professional ethics in education. IL: Charles C Thomas.
Robert , A. (Ed.). (1999). The Cambridge dictionary of philosophy. Cambridge: Cambridge University Press.
Robson, M., Cook, P., Hunt, K., & Robson, D. (2000). Towards ethical decision-making in counseling research. British Journal of Guidance, 28(4), 533-547.
Sayer, J. (2000). The general teaching council. London: Wellington House.
Shugart, S. & Joynton, O. (1997). Academic leadership and ethical decision-making: Getting down to practical issues. (ERIC Document Reproduction Service No. ED 407 003).
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Sockett, H. (1990). Accountability, trust, and ethical codes of practice. In J. I. Goodlad, R. Soder, & K. A. Sirotnik. (Eds.), The moral dimensions of teaching. (224-250). San Francisco: Jossey-Bass.
Sockett, H. (1993). The moral base for teacher professionalism. NY: Teachers College Press.
South Dakota Department of Education (1993). Code of professional ethics for teachers. Retrieved March 13, 2005, from http://www.state.sd.us/deca/OPA/ProfessionalPractices/PTPSC/ethicsteach.htm
Stefkovich, J. A, & O’Brien, G. M. (2004). Best interests of the student: an ethical model. Journal of Educational Administration, 42(2), 197-214.
Strike, K. A. (2003). The ethics of teaching. In R. Curren (ed.), A companion to the philosophy of education(pp.514-524). MA : Blackwell.
Strike, K. A.,& Ternasky, P. L. (1993). Ethics for professionals in education: Perspectives for preparation and practice. NY: Teachers College Press.
Strike, K.A., & Soltis, J. F. (1992). The ethics of teaching (2nd ed.). NY: Teachers College Press.
Thompson, M. (1997). Professional ethics and the teacher: towards a general teaching council. London:Trentham Books.
Tirri, K. (1999). Teachers' perceptions of moral dilemmas at school. Journal of Moral Education, 28(1), 31-47.
Tucker, R. C., & Adams-Pricem, C. E. (2001). Ethics in the mentoring of gerontologists: Rights and responsibilities. Educational Gerontology, 27(2), 185-197.
Victorian Institute of Teaching (2002). Professional code of practice. Retrieved March 13, 2005, from http://www.vit.vic.edu.au/pub/PBcodeoP.htm
Weis, G. F. (1999). Grading. In D. E. W. Fenner (Ed.), Ethics in education. (pp. 223-235). NY: Garland.
Wilkins, L., & Brennen, B. (2004). Conflicted interests, contested terrain: journalism ethics codes then and now. Journalism Studies, 5(3), 297-309.
Winch, C. (2004). What do teachers need to know about teaching? A critical examination of the occupational knowledge of teachers. British Journal of Educational Studies, 52(2), 180-196.