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000725387 019__ $$a908175797
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000725387 049__ $$aISEA
000725387 050_4 $$aLC1042.5
000725387 08204 $$a370.113/01$$223
000725387 1001_ $$aForster-Heinzer, Sarah,$$eauthor.
000725387 24510 $$aAgainst all odds$$h[electronic resource] :$$ban empirical study about the situative pedagogical ethos of vocational trainers /$$cSarah Forster-Heinzer.
000725387 264_1 $$aRotterdam :$$bSense Publishers,$$c[2015]
000725387 264_4 $$c©2015
000725387 300__ $$a1 online resource :$$billustrations.
000725387 336__ $$atext$$btxt$$2rdacontent
000725387 337__ $$acomputer$$bc$$2rdamedia
000725387 338__ $$aonline resource$$bcr$$2rdacarrier
000725387 4901_ $$aMoral development and citizenship education ;$$vvolume 8.
000725387 504__ $$aIncludes bibliographical references.
000725387 506__ $$aAccess limited to authorized users.
000725387 520__ $$aIt is nearly impossible to overestimate the significance of a professional ethos in pedagogical situations. Most theories of education understand ethos and ethical acting as belonging to the core of the pedagogical profession. Despite this evidence, remarkably few empirical studies exist on ethos. This book has three main aims: 1) to conceptualize the pedagogical ethos at the theoretical level, 2) to operationalize it systematically, and 3) to study it empirically from the trainers{u2019} perspective but also from that of apprentices. Part 1 offers a critical discussion on different theoretical approaches of professional morality. These include theories on moral values or professional codes, virtue ethics, professional sensitivity, moral commitment, and caring. Identified communalities are combined to form a new model of professional ethos. More intensively than other existing theories, the ethos approach presented in this book stresses the content{u2019}s situational impact on decision-making and motivation. The main question guiding the instrument development, dealt with in Part 2, asks how we can distinguish professional morality from the general notion that people should be good. In order to answer this question, vocational education but also a trainer{u2019}s pedagogical duties and responsibilities are discussed. Part 3 then presents the result of two empirical studies with vocational trainers and apprentices. It offers some interesting findings for further reflection {u2013} input not only relevant for researchers but also educational institutes, professional associations, and practitioners themselves. In short: this book contributes significantly to research on professional morality as well as vocational education.
000725387 588__ $$aDescription based on online resource; title from PDF title page (viewed March 20 2015).
000725387 650_0 $$aVocational education$$xPhilosophy.
000725387 650_0 $$aVocational education.
000725387 77608 $$iPrint version:$$z9462099405$$z9789462099401$$w(OCoLC)898222258
000725387 830_0 $$aMoral development and citizenship education ;$$vv. 8.
000725387 85280 $$bebk$$hSpringerLink
000725387 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-94-6209-941-8$$zOnline Access$$91397441.1
000725387 909CO $$ooai:library.usi.edu:725387$$pGLOBAL_SET
000725387 980__ $$aEBOOK
000725387 980__ $$aBIB
000725387 982__ $$aEbook
000725387 983__ $$aOnline
000725387 994__ $$a92$$bISE