ABSTRACT

Teacher education involves encountering ethical dilemmas connected to teaching. Student teachers’ ethical dilemmas sometimes occur when ideals clash with experiences. The current study focuses on the challenges experienced by student teachers during work placement education. The aim of the study was to investigate ethical dilemmas student teachers experienced during work placement education, using the sensitising concept of the notion of care. The data consist of semi-structured interviews from 22 student teachers and were analysed using a constructivist grounded theory framework. The findings show that the ethical dilemmas reported by the student teachers regarded two influential agents in work placement education: pupils and teachers. Concerning pupils, the dilemmas involved encountering pupils living in poor circumstances as well as experiencing aggression from and among pupils. When it comes to teachers, dilemmatic experiences stemmed from teachers who were disillusioned and derogatory talk in the teacher lounge.

摘要

教师教育涉及遇到与教学相关的道德困境。当理想与经验发生冲突时，有时会出现学生教师的道德困境。目前的研究侧重于实习教师在工作安置教育中所遇到的挑战。该研究的目的是使用关怀概念的敏感概念，调查学生教师在工作安置教育期间遇到的道德困境。数据包括来自 22 名学生教师的半结构化访谈，并使用建构主义扎根理论框架进行分析。研究结果表明，学生教师报告的道德困境认为工作安置教育中有两个有影响力的代理人：学生和教师。关于学生，困境包括遇到生活在恶劣环境中的学生以及学生之间的攻击。说到教师，两难的经历源于教师在教师休息室的幻灭和贬义。