Limitations of the Case Study Approach to Pedagogical Ethics Education

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Digital Document
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Faculty Publications
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article
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2012-01-01
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Author (aut): Burns, David P.
Author (aut): Leung, C.
Author (aut): Parsons, L.
Author (aut): Singh, G.
Author (aut): Yeung, B.
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Abstract
Abstract
The ethical education of teachers is an important element of their professional preparation. Despite this, ethical issues are given little time in many teacher education programs. This reality has given the methods that ethics instructors use a particular level of importance. One common method is the case study approach, prominently embodied by Strike and Soltis' The Ethics of Teaching. This paper will argue that this approach fails to address the crucial capacity of practical ethical reasoning and that Strike's theoretical justification of the case study approach is too cautious.
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<p>Burns, D. P., Leung, C., Parsons, L., Singh, G., & Yeung, B. (2012). Limitations of the case study approach to pedagogical ethics education.<em> Transformative Dialogues,</em>6(1), 1-10. Retrieved from http://www.kpu.ca/sites/default/files/Teaching%20and%20Learning/TD.6.1.10_Burns_etal_Limitations_of_Case_Study_Approach.pdf</p>
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Keywords
Keywords
ethics
educaton
teacher education
professional ethics
philosophy
case studies
phronesis
student teachers
Subject Topic
Subject Topic
Educational Methods
Higher Education
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Burns, David P., C. Leung, L. Parsons, G. Singh, and B. Yeung. “Limitations of the Case Study Approach to Pedagogical Ethics Education”. Article. Faculty Publications. Handle placeholder.
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Limitations of the Case Study Approach to Pedagogical Ethics Education
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