Formazione & insegnamento
ISSN: 2279-7505 | Published: 2018-08-31
This landing page is part of an alternate academic indexing and SEO initiative curated by Pensa MultiMedia and the Executive Editorial Office.
Main Article Landing Page: https://ojs.pensamultimedia.it/index.php/siref/article/view/3047
Full Text HTML (viewer): missing data
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/3047/2668
Full Text HTML (file): missing data
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/3047/2668
Alternate URL (this mirror): https://formazione-insegnamento.eu/2018-16/2-Suppl/3047-critical-incidents-and-ethical-dilemmas
Title: Critical incidents and ethical dilemmas
Abstract: The aims of this study were to investigate whether and how teacher's perceptionof ethical dilemma and climate in their school influente outcomevariable as teachers' sense of stress, and relationship among colleagues.Hannah Arendt (2017) argues that it is important the phenomenoloy of contemplative life that produces the language and action visibility. In addition,teachers' perceptions of school climate produce the quality of relationshipbetween colleagues (Russell and Loughran, 2007) and influence cooperation(Cohen, McCabe, Michelle & Pickeral, 2009).The contexts is influenced for teachers' ethical decision-making and in turn,school climate influences all members of the school community (Collie,Shack, Perry, 2011; 2012). There are two approach for study ethical dilemma:cognitive approach and neurocognitive approach and several model holdssignificant implications for the study of ethical decision-making, and providessuggestions for improving ethical behavior in school organization(Reynold, 2006).
Keywords:
Title: Gli incidenti critici e i dilemmi etici
Abstract: L'obiettivo di questo studio è investigare l'insorgenza situazionale deidilemmi etici e l'influenza del clima scolastico su variabili risultanti, come ilsenso dello stress e la relazione tra i colleghi. Sulla base del pensiero diHannah Arendt (2017), è importante una fenomenologizzazione della vitacontemplativa o pensiero, che induce alla visibilità delle azioni e del linguaggio.In particolare la percezione degli insegnanti del clima scolasticodetermina la qualità della relazione tra i colleghi (Russell and Loughran,2007) e la loro collaborazione (Cohen, McCabe, Michelli & Pickeral, 2009). Ilcontesto viene influenzato dal processo etico-decisionale degli insegnantiin relazione alla responsabilità personale che gli stessi insegnanti hanno neiconfronti della comunità scolastica (Collie, Shack, Perry, 2011; 2012). Vengonoconfrontati due approcci allo studio del dilemma etico: quello cognitivoe quello neurocognitivo (Reynold, 2006), oltre che diversi modelli natiper rilevare il collegamento tra l'intenzione di agire e l'azione effettuata. Lostudio ha come obiettivo la conoscenza delle implicazioni del processo eticodecisionale nelle relazioni professionali.
Keywords:
Title: Accidents critiques et dilemmes éthiques
Abstract: Le but de cette étude est d'étudier le début de la situation des déidilemmes éthiques et l'influence du climat scolaire sur les variables qui en résultent, telles que le stress et la relation entre collègues.Sur la base de la pensée de Dihannah Arendt (2017), une phénoménologisation de vitacontemplative ou de pensée est importante, ce qui conduit à la visibilité des actions et du langage. En particulier, la perception des enseignants du climat scolaire la relation entre la relation entre les collègues (Russell et Loughran, 2007) et leur collaboration (Cohen, McCabe, Michelli & amp; Pickeral, 2009).Ilcontesto est influencé par le processus de décision éthique des enseignants rapporte à la responsabilité personnelle que les enseignants eux-mêmes ont des neiconfrants de la communauté scolaire (Collie, Shack, Perry, 2011; 2012).Deux approches de l'étude du dilemme éthique sont: la cognitive la neurocognitive (Reynold, 2006), ainsi que différents modèles Natiper pour détecter le lien entre l'intention d'agir et l'action effectuée.Losdudio vise à savoir les implications du processus d'éthique dans les relations professionnelles. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Accidentes críticos y dilemas éticos
Abstract: El objetivo de este estudio es investigar el inicio situacional de los deidilemas éticos y la influencia del clima escolar en las variables resultantes, como el estrés y la relación entre colegas.Sobre la base del pensamiento de Dihannah Arendt (2017), es importante una fenomenologización de vitacontemplativo o pensamiento, lo que conduce a la visibilidad de las acciones y el lenguaje. En particular, la percepción de los maestros del clima escolar la relación entre la relación entre colegas (Russell y Loughran, 2007) y su colaboración (Cohen, McCabe, Michelli y Amp; Pickeral, 2009).Ilcontesto está influenciado por el proceso de decisión ética de los maestros informa a la responsabilidad personal de que los propios maestros tienen frentes neiconos de la comunidad escolar (Collie, Shack, Perry, 2011; 2012).Dos enfoques para el estudio del dilema ético son: el cognitivo el neurocognitivo (Reynold, 2006), así como diferentes modelos de natiper para detectar la conexión entre la intención de la actuación y la acción realizada.Lostudio apunta al conocimiento de las implicaciones del proceso de ética en las relaciones profesionales. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Acidentes críticos e dilemas éticos
Abstract: O objetivo deste estudo é investigar o início situacional dos deidilemas éticos e a influência do clima escolar nas variáveis resultantes, como o estresse e a relação entre colegas.Com base no pensamento de Dihannah Arendt (2017), é importante uma fenomenologização de vitacontemplativo ou pensamento, o que leva à visibilidade de ações e linguagem. Em particular, a percepção dos professores do clima escolar a relação entre a relação entre colegas (Russell e Loughran, 2007) e sua colaboração (Cohen, McCabe, Michelli & amp; Pickeral, 2009).O ILCONTESTO é influenciado pelo processo de decisão ética dos professores relatar a responsabilidade pessoal que os próprios professores têm neiconfronts da comunidade escolar (Collie, Shack, Perry, 2011; 2012).Duas abordagens para o estudo do dilema ético são: a cognitiva a neurocognitiva (Reynold, 2006), bem como diferentes modelos de Natiper para detectar a conexão entre a intenção de atuação e a ação feita.O Lostudio visa o conhecimento das implicações do processo de e ética em relações profissionais. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Arendt, H. (1964). Vita activa: la condizione umana. Milano: Bompiani.
Arendt, H. (1987). La vita della mente. Bologna: Il Mulino.
Assy, B. (2017). Etica, responsabilità e giudizio in Hannah Arendt. Milano-Udine: Mimesis.
Ajzen, I. (1985). From intention to action. A theory of planned behaveor. In J. Kuhl and J. Beckmen (Eds.). Action control from cognition to behavior. New York: Springer Verlag.
Cohen, J. McCabe, E.M. Michelli, N.M. & Pickeral, T. (2009). School climate: research, policy, practice and teacher education. Teachers College Record, 111, 180-213
Collie, R., Shapka, J. D. and Perry N. E. (2011). Predicting teacher committente: the impact of school climate and social-emotional learning. Psychology in the school, 48, 10341048
Collie, R., Shapka, J. D. and Perry N. E. (2012). Predicting teacher stresss, job satis faction, and teaching efficacy. Journal of educational Psychology, 104, 1189-1204
Gaudine, A. & Thorne, L. (2001). Emotion and ethical decision-making in organization. Journal of Business ethics, 31, 175-187
Greenwood, G. E. and Soar R. S. (1973). Some relationships between teacher morale and teacher behavior Journal of Educational Psychology, 64, 1, 105-108
Haidt J. (2001). The emotional dog and its rational tail: a social intuition its approach to moral judgment. Psychological Review, 108, 814-834
Hunt S.D. & Vitell S. (1986). A general theory of marketing ethics. Journal of macro marketing. 6, 5-16
O’ Neill P. (1989). Responsible to whom. Responsible for what? Some ethical issues in community intervention. American journal of Community Psychology, 17, 323-341. Immacolata Brunetti 230
Rest J.R. (1986). Moral development: admances in research and theiry. New York: Praeger.
Reynold S.J. (2006). Moral awareness and ethical predisposition’s: investigating the role of individual differences in the recognition of moral issues. Journal of Apples Psychology, 97, 1, 233-243
Reynold S. J. (2006). A neurocognitive Model of the ethical decisionmaking processs: implications for study and practice. Journal oj Applied Psychology, 91, 4, 737-748
Russell T. And Loughran J. (2007). Enacting a pedagogy of teacher Education. Values, relationships and Practice. London and New York: Routledge.
Thorne L. & Saunders S.B. (2002). The socio-cultural embeddedness of individuals’ ethical reasoning in organization (cross-cultural ethics). Journal of Business ethics, 35, 1-14
Toffler B.L. (1986). Tough choises: managers talk ethics. New York: Wiley and Sons.
Trevino L. K. (1986). Ethical decision making in organization: a person situation interactionist model. Academyy of management Review. 11, 601-617
Weick K.E. (1995). Sensemaking in organizations. Thousand Oaks, CA: Sage. Gli incidenti critici e i dilemmi etici 231