Teacher responsibility

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

In contrast to the representation of teachers as free agents whose professional knowledge, skills and ability to demonstrate a sense of mandated moral duty signify their professional identity, Kostogriz argues for an alternative understanding of professional ethics ‘as an ability to respond to others—that is, ethics as responsibility’, or, as he later puts it, ethics as ‘responsibility’. Kostogriz draws attention to an increasingly important tension between, on the one hand, the externally mandated expectation that teachers comply with performance indicators (standards) which conceive of professional ethics as ‘a moral add-on to knowledge, skills and behaviour’, and on the other, the question of whether this captures well enough just what constitutes the professional ethics of teachers. Significantly, the argument draws on the experiences of beginning teachers as they work to establish relations with students, revealing the situated nature of teachers’ work from which it is clear that a sense of ‘relational practice’ emerges grounded in an ethics or responsibility. What these experiences reveal is, in a sense, the poverty of externally mandated performance indicators emphasising accountability in relation to high-stakes testing (a relatively recent policy demand), while putting to one side codes of conduct drawing on broadly agreed moral principles. In Kostogriz’s view, this illustrates a turn away from the moral nature of education and the ethical in human relations such that teachers’ ‘only motivation is to enact externally mandated performance indicators and moral principles’, a situation not helped by initial teacher education programmes which defer so readily to an externally imposed representation of the professional teacher. In response, Kostogriz urges an awareness of the human subject (teacher, student), as always in the process of becoming, interconnected with each other in the same ongoing experience of being. In this relational process of self to self and self with self, we develop an ethic of responsibility to and for one another.
Original languageEnglish
Title of host publicationRethinking reflection and ethics for teachers
EditorsR. Scott Webster, John D. Whelen
Place of PublicationSingapore Singapore
PublisherSpringer
Chapter4
Pages51-64
Number of pages14
Edition1st
ISBN (Electronic)9789813294011
ISBN (Print)9789813294004
DOIs
Publication statusPublished - 2019

Keywords

  • professional ethics
  • beginning teachers
  • teacher education

Cite this

Kostogriz, A. (2019). Teacher responsibility. In R. S. Webster, & J. D. Whelen (Eds.), Rethinking reflection and ethics for teachers (1st ed., pp. 51-64). Singapore Singapore: Springer. https://doi.org/10.1007/978-981-32-9401-1_4
Kostogriz, Alexander. / Teacher responsibility. Rethinking reflection and ethics for teachers. editor / R. Scott Webster ; John D. Whelen. 1st. ed. Singapore Singapore : Springer, 2019. pp. 51-64
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Kostogriz, A 2019, Teacher responsibility. in RS Webster & JD Whelen (eds), Rethinking reflection and ethics for teachers. 1st edn, Springer, Singapore Singapore, pp. 51-64. https://doi.org/10.1007/978-981-32-9401-1_4

Teacher responsibility. / Kostogriz, Alexander.

Rethinking reflection and ethics for teachers. ed. / R. Scott Webster; John D. Whelen. 1st. ed. Singapore Singapore : Springer, 2019. p. 51-64.

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

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Kostogriz A. Teacher responsibility. In Webster RS, Whelen JD, editors, Rethinking reflection and ethics for teachers. 1st ed. Singapore Singapore: Springer. 2019. p. 51-64 https://doi.org/10.1007/978-981-32-9401-1_4