The International Handbook of Teacher Ethos (eBook)

Contents 5
Part I: Editorial 8
Chapter 1: Introduction to the Volume 9
How This Book Came to Be … 9
Part II: Historical Perspectives of Teacher Ethos 13
Chapter 2: Historical Perspective on the Moral Character of Teachers 14
Introduction 14
The Importance of Teachers’ Moral Character 15
Philosophical and Historical Perspective 15
Theories of Moral Character and Education 16
History of Moral Character and Education 17
The Social and Behavioral Sciences Research 18
Character Education Inquiry 18
The Moral Character Study 19
The Moral Life of Schools Project 20
The Ethical Teacher 21
The “Programmatic” Literature 21
Building Character in Schools 22
The Science of Character Education 22
Attending to the Moral Character of Teachers in Teacher Education 23
Dispositions and Developing Moral Character in Students 23
Dispositions and Improving Pedagogy 24
Conclusion 26
References 26
Chapter 3: Teacher Ethos in Islam and the Pre-Islamic East 30
Introduction 30
Pythagoras 31
Learning from the East 32
Pythagoras and Islamic Views on Teacher Ethos 33
Teacher Ethos in Islam Today 36
Conclusion 38
References 39
Chapter 4: Overcoming Ethos-ethics in Teacher Education? Ethos-ethics as the Unfulfilled Project of Modern Pedagogy 41
Introduction 41
Modern Pedagogy’s Problematization of Ethos 43
Revisiting Rousseau’s Emile 43
Herbart 47
Post-modern Problematization of Ethics 49
Walking the Line Between Ethos and Ethics 51
Conclusion 52
References 53
Part III: Reflections on the State of Research on Teacher Ethos 55
Chapter 5: Research as a Window on School and Teacher Ethos 56
Introduction 56
Conceptualizing Ethos for Research 57
School Ethos 59
Locating School Ethos 61
Teacher Ethos 64
Constructing Teacher Ethos 65
Conclusions Regarding School and Teacher Ethos Using Quantitative Methods 67
Person-Centered Studies: Qualitative, Mixed Methods, and Latent Profile Analysis 68
Latent Profile Analysis as a Window on Teacher Ethos 71
Conclusions from Person-Centered Research Strategies 73
Conclusion 74
Next Steps 74
References 76
Chapter 6: Development of a Negative Ethos by Educators in an Age Overly Reverential of Quantification 78
Introduction 78
The Zeitgeist 79
Ethos 84
Conclusion 91
References 93
Chapter 7: Ethos and Moral Education: Critical Comments on Virtue Ethics and Virtue Education 95
Introduction 95
Virtue Ethics as an Educational Program 98
Virtue Ethics and the Question of the Morally Right Action 101
The Dilemma of the Action Theory Approach and Its Possible Solution 104
Conclusion 107
References 108
Chapter 8: Teachers’ Ethos in Moral Learning 110
Introduction 110
Learning Values: A Social-Constructive Perspective 111
From Learning to Teaching 113
School Culture: Moral Learning in Practice 115
Moral Values: Adaptation, Autonomy and Social Concern 117
Moral Values and the Political 118
Conclusion 119
References 120
Part IV: Theoretical and Empirical Approaches to Teacher Ethos 123
Chapter 9: Teacher’s Ethos and Moral and Professional Identity 124
Introduction 124
Moral and Professional Identity of Teachers 125
The Idyllic Identity of Teachers: Between the Ideal and the Possible 128
The Tension Between Vocation and Profession 129
Configuration of the “Teacher Ethos” 130
What Do Teachers Say? 131
Moral Leadership as Part of Teaching “Ethos” 133
The Moral Leadership of Teachers in the Classroom 134
Moral Authority 135
Social and Emotional Skills 136
Self-knowledge 136
Character Education 137
Conclusion 139
References 140
Chapter 10: From Indifference to Withdrawal: Teaching Ethos and Processes of Change in Civic and Ethical Education 143
Introduction 143
An Educational Framework to Promote Citizenship in Basic Education 145
Civic and Ethical Education in the New Mexican School 146
Teachers’ Professional Ethos and Processes of Change in School Practices 147
Teachers’ Attribution of Meanings to the Principles of the New Mexican School 148
The Respect for Human Rights and the Loss of Teacher Authority 149
Teachers’ Authority and the Possession of Knowledge 150
Students-Teacher Relationship 151
Final Remarks: On the Impossibility for Teachers to Be Agents of Change 152
Conclusion 154
References 155
Chapter 11: The Ethos of Teachers of Religious Education and its Meaning for the Development of Pupils’ Resilience 156
Introduction 156
“Why would you help?” A Typical Situation from the Classroom and a First Definition of Teacher Ethos 158
Resilience, Religion, Religious Education, and Teacher Ethos: How Are They Connected? 160
Suggesting a Model: How the Ethos of Teachers of Religious Education Can Influence the Development of Pupils’ Resilience Development 162
Empirical Findings on the Self-understanding of Teachers of Religious Education: How Does it Relate to Teacher Ethos and Resilience? 164
Implications for the Training of Teachers of Religious Education and Open Questions 166
Conclusion 167
References 168
Chapter 12: For What Educational Goals Do Preservice Teachers Feel Responsible? On Teachers’ Ethos as Professional Values 170
Introduction 170
What Is the Professional Ethos of Teachers? 171
Educational Goals as Educational Value Commitments 173
Educational Goals 173
Empirical Research on Educational Goals 174
The Present Study 177
Methods 178
Data 178
Instruments 179
Educational Goals 179
Predictors 180
Analyses 180
Results 181
Research Question 1: Relative Endorsement of Educational Goals 181
Research Question 2: Latent Classes of Goal Endorsement and their Development 182
Research Question 3: Predicting Educational Goal Endorsement 185
Discussion 186
References 189
Chapter 13: Teachers’ Professional Information and Communications Technology Responsibility: Further Development of a Scale to Measure the ICT Ethos of Teachers 193
Introduction 193
Teacher Ethos and Responsibility in Dealing with ICT 194
Setting Objectives and Formulating Questions 196
Data Acquisition and Sampling 197
Empirical Findings 198
ICT Ethos of Teachers: Factor Structure and Scale Analysis 198
ICT Ethos of Teachers: Factor Structure and Scale Analysis 200
Explanatory Model of the Three Dimensions of the ICT Ethos of Teachers 201
Summary and Discussion 202
References 204
Chapter 14: Towards a Model of Teachers’ Moral Health: Professional Satisfaction, Moral Emotions and Teacher Ethos 207
Introduction 207
Conceptual Framework: Teacher Ethos and Emotions 208
Teacher Ethos and Professionalism 209
Teacher Emotions 212
Towards a Model of Teacher Ethos, Moral Emotions and Job Satisfaction 214
Teacher Moral Emotions 215
Shame and Guilt 215
Anger 216
Gratitude 216
Sympathy and Empathy 217
Pride 217
Teacher Moral Emotions and Moral Stress 218
Teacher Emotional Labour 220
Teacher Ethos, Emotions and Job Satisfaction as an Indicator of Teacher Health 221
An Organizational Psychology Perspective on Teacher Ethos 221
Towards a Model of Teacher Ethos, Emotions and Occupational Health 223
Outlook 225
References 225
Part V: Teacher Ethos Focussing on the Development of Social Competencies and Social Relations 231
Chapter 15: Teacher Ethos as Intention to Implement Appreciation in Teacher-Student Relations: A Closer Look at Underlying Values and Behavioral Indicators 232
Introduction: The Relevance of Exploring Teacher Ethos from the Learner’s Perspective 232
The State of Research on Teacher Ethos and Appreciative Relationships in the Classroom 235
Theoretical Foundation and Empirical Results Concerning Teacher Ethos 235
Theoretical Models and Empirical Findings Concerning Appreciative Teacher-Student Relationships 236
Non-Violent Communication (NVC) as an Approach to Forming Appreciative Relationships at Eye Level 237
Foundation and Methods of the Empirical Study 239
Aims and Design 239
Means-End Theory and Laddering Technique 240
First Level of Meaning: Attributes 240
Second Level of Meaning: Consequences 240
Third Level of Meaning: Values 240
Data Basis and Process of Data Analyses 241
Results of the laddering Study 244
Discussion of Results 248
Discussion of the Main Results 248
Research-Based Limitations and Perspectives on Studying the Social Facet of Teacher Ethos 249
Recommendations for Developing a Social Facet of Teacher Ethos and Improving NVC Training 251
References 252
Chapter 16: Incorporating the Development of  Social-Emotional Skills into the  Ethos of Teachers and Schools – Practical and Theoretical Aspects 256
Introduction 256
Soft Skills for the Twenty-First Century 258
Emotional Intelligence (EI) 259
EI in a Changing World 260
EI and Education 261
The Ethos of Teachers and Schools 262
Towards Making EI a Part of the Ethos of Teachers and Schools 265
Conclusion 267
References 268
Chapter 17: Beyond Attitudes and Teaching Methods: The Role of Teacher Professional Ethos in Tackling Bullying 274
Introduction: The Case “At Their Mercy” 274
Teachers’ Initial Interpretation of the Video “At Their Mercy” 275
Developing a Deeper Understanding 275
School Bullying and the Role of Teachers 276
The Social Ecology of Bullying 277
The Critical Role of Teachers 278
Teachers’ Professional Ethos in the Area of School Bullying 280
A Very Basic Definition and Description of Teachers’ Professional Ethos 280
Reconstruction in the Area of School Bullying 281
The Content of Teachers’ Professional Ethos 281
The Sources of Teachers’ Professional Ethos 283
Integration: The Locus of Teachers’ Professional Ethos 284
Conclusion 285
References 286
Part VI: Developing Teachers’ Professional Ethos 290
Chapter 18: Process, Stages, and Methodical Stimulation of the Development of a Professional Attitude: A Reconstructive, Structure-Theoretical Approach to Teacher Ethos 291
Introduction: Focus and Structure of This Contribution 291
Pedagogical Professionalism Through a Structural and Developmental Theoretical Perspective 292
The Structure-Theoretical Perspective on Pedagogical Professionalism 292
The Stages of the Professionalization Process—A Development-Theoretical Perspective on the Core Structure of a Professionalized Habitus 294
Intervening Professions (the Second Level) – Double Professionalization 299
Pedagogical Action from the Point of View of a Theory of Professionalization and Probation 301
Educational Potentials of Reconstructive Teacher Education 303
Reconstructive Casuistry 303
Exemplary Visualization of Productive Generation of Irritation Through Reconstructive Analyses of School Practice (Using the Example of the Opening of a Third Lesson of a Fifth Grade Secondary School) 305
Excursus on the Concept of Education 306
End of the Excursus 307
Potentials of Reconstructive Teacher Education in Group Work 308
The Potential of the Stage Perspective Based on a Case Study 310
Limits of Reconstructive Teacher Training by Means of a Contrast with Psychotherapeutic Training Practice 312
Potentials of Structure-Theoretical, Reconstructive Teacher Training 314
References 314
Chapter 19: Growth Mindset in Learning as Teacher’s Professional Ethos 318
Introduction 318
Ethical Challenges for Teachers’ Ethos 319
Teachers Implicit Beliefs Have Influence on Their Ethos 322
Conclusion 324
References 325
Chapter 20: Studies on Pre-service Teachers’ Discourse-Oriented Reactions to Moral Conflicts 328
Introduction 328
Theoretical Background and Previous Research 329
Moral Conflicts in Teaching 329
Resolution of Moral Conflicts: The Realistic Discourse Approach 330
Study 1: Pre-service Teachers’ Cognitions and Affects in Moral Conflicts 333
Methods 333
Results 335
Discussion of Study 1 337
Study 2: Fostering Pre-service Teachers’ Discourse-Ethos 340
Methods 340
Results 341
Discussion of Study 2 343
Conclusion 343
References 345
Chapter 21: “What is a Teacher Without Stories?” Teaching With Cross-Media Stories to Deepen Professional Ethos 349
Introduction 349
Part 1: The Opportunities Cross-Media Provides for Learning from Humanistic Stories: A Brief History 350
The Role Played by Each of Three (Overlapping) Epistemic Ways of Knowing (and Understanding) a Humanistic Story 352
An Example of a Story’s Ethical Message: The Giver (1993, 2014) 355
An Example of a Story’s Academic Message: The Watsons go to Birmingham –1963 (1995/2013) 358
An Example of a Story’s Aesthetic Message– Especially when Compared Cross-Media: Wonder (2012/2017) 359
Part 2: Stories we, as Educators, Use to Educate ourselves about the Social Life of the Classroom and the Connections we Have with our Students 360
The Road Monsieur Lazhar Takes toward Developing His (and Our) Educator Ethos 360
Connections Made Before the Final Curtain 366
Chapter 22: A Multidimensional and Complexity Program to Develop Teachers’ and Educational Ethos 368
Introduction 368
Educational and Teacher Ethos 370
Complex Thinking and the Paradigm of Complexity in Education 372
Teacher’s Ethos Professional Development in a Paradigm of Complexity 374
A Brazilian Experience of a Teacher’s Ethos Professional Development 375
Developing the Teacher’s Ethos with Active Learning Methods 376
Phase 1 377
Phase 2 378
Phase 3 378
Conclusion 380
References 381
Chapter 23: How a Servant Leader’s Ethos of Service and Stewardship Can Support Teachers’ Professional Ethos in Twenty-First Century Schools 383
Introduction 383
Defining Personal and Professional Ethos 384
Teachers’ Professional Ethos 384
School Ethos, Culture, and Climate 385
Moral Motivations for Choosing and Leaving a Career in Teaching 386
The Need for New Approaches to School Leadeship 388
The Mission of Schools and Leader Ethos 388
The Role of the School Principal in the Development of Teacher and School Ethos 389
Servant Leadership and the Ethos of Service 390
The Meaning of Stewardship 391
The Moral Stewardship of Schools 392
Commitment to a Shared Mission 393
The Development of Democratic Community 394
Dedication to Whole-School Renewal 395
Engagement in Critical Inquiry 396
Stewardship Through Professional Development 397
The Preparation of Future Educators 398
Conclusion 399
References 400
Part VII: The Concept of Teacher Ethos – Learning from Research on Ethos Beyond Schools and Teacher Education 403
Chapter 24: The Professional Ethos of Teachers, Doctors, Lawyers, and Clergy: A Comparison of Ethos in Different Professions 404
Introduction: On the Relationship of (Traditional) Professions and Ethos 404
The Discourse on Ethos Within Different Professions 407
On the Ethos of Doctors 407
On the Ethos of Lawyers 409
On the Ethos of the Clergy 410
Teacher Ethos in the Light of Ethos in Other Professions 411
Ethos and Its Historical Developments 412
Ethos and the Role of Professional Associations 412
Ethos Through the Ages and Differentiation 413
Conclusion: Benefits and Risks of Comparing Professions with Respect to Questions of Ethos 414
References 415
Chapter 25: The Pedagogical Ethos of Vocational Trainers: An Active Commitment to Pedagogical Responsibility in Conflicting Situations 417
Introduction 417
The Vocational Trainer’s Role and Pedagogical Responsibility 418
The Trainer’s Pedagogical Ethos – A Multidimensional Concept 419
Ethos as an Active Professional Involvement in Difficult or Conflictual Situations 420
Ethos as a Commitment to Professional Responsibility 421
Ethos as a Pedagogically Motivated Decision Ethos 422
The Relational Component of Ethos 425
Discussion and Conclusions 426
The Relational Aspect of a Trainer’s Ethos 427
The Importance of Motivational Commitment to Pedagogical Responsibility 427
The Neglected Impact of the Situation 428
References 429
Chapter 26: Grandparents as Teachers: Their Concern and Engagement on Development of Ethical Attitudes and Moral Sensibility of their Grandchildren 433
Introduction 433
General Features of Modern Grandparenthood 434
Grandparents as Teachers: The Perspective of Grandchildren 435
The Perspective of Grandparents 438
Conclusion 442
References 442
Chapter 27: What Youth Sport Coaching Can Contribute to a Professional Ethos of Teaching 445
Introduction 445
Coaching as a Profession: Ethical Quandaries 446
Coaching, Moral Education, and Community 446
Professional Ethics and Teaching 448
An Ethos of Care 449
Coaching’s Questionable Professional Status 450
Schools and Sports: Work or Play? 451
Sports for All: Social Justice and Sports 453
Coaching as a Profession: The Play Like a Champion Approach 454
Sport as a Site of Social Transformation: Fostering Ethos Through Kinship 454
An Ethos of Care: A Case Study 455
Conclusion 457
References 457
Epilog: For Fritz Oser 460