Teachers in the Private and Public Spheres: Ethical Orientations in Educational Interactions

IF 1.6 Q2 SOCIAL SCIENCES, INTERDISCIPLINARY Journal of Education Culture and Society Pub Date : 2023-06-20 DOI:10.15503/jecs2023.1.76.84
Veronika Michvocíková, M. Sirotová, K. Rubacha, E. Książek
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Abstract

Aim. The main aim of the article is a presentation of a comparative study of differences in ethical orientations used by teachers in educational practice in two settings: in private life as parents and in the public sphere, working as teachers. Methods. First, a hypothesis was proposed to test the observations by Lawrence Kohlberg (1984) and Carol Gilligan (1993) regarding the relative stability of ethical orientations in terms of the ethics of care and justice. To this end, an assumption was made that teachers prefer the former in contacts with their own children (private sphere) while favouring the latter in relationships with students (public sphere). The paired samples t-test confirmed this hypothesis. Results. Based on the analysis, gender was found not to influence teachers’ ethical orientations in the private sphere; however, it seems to play a part in the public sphere. This ambivalence was revealed in male teachers. Contrary to gender stereotype, in contacts with their own children, they tend to lean towards the ”feminine” ethics of care, but when acting in their public capacity they perpetuate the ‘masculine’ stereotype by following the ethics of justice in their school interactions. Conclusion. It is worth emphasising the ambiguity of the results obtained and the instability of their interpretations. The actions of the teachers studied do not confirm the thesis about the stability of ethical orientations in educational work and are, therefore, indicative of ambivalence towards the role of gender in this process.
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私人和公共领域的教师:教育互动中的伦理取向
目标这篇文章的主要目的是对教师在两种情况下的教育实践中使用的道德取向的差异进行比较研究:作为父母的私人生活和作为教师的公共领域。方法。首先,提出了一个假设来检验Lawrence Kohlberg(1984)和Carol Gilligan(1993)关于关怀和正义伦理方面的伦理取向的相对稳定性的观察结果。为此,有人假设,教师在与自己的孩子接触(私人领域)时更喜欢前者,而在与学生的关系中(公共领域)则更喜欢后者。配对样本t检验证实了这一假设。后果根据分析,性别不会影响教师在私人领域的道德取向;然而,它似乎在公共领域发挥了作用。这种矛盾心理表现在男教师身上。与性别刻板印象相反,在与自己的孩子接触时,他们倾向于“女性化”的照顾伦理,但在以公共身份行事时,他们在学校互动中遵循正义伦理,从而延续了“男性化”的刻板印象。结论值得强调的是,所得结果的模糊性及其解释的不稳定性。所研究的教师的行为并不能证实关于教育工作中道德取向稳定性的论点,因此,表明了对性别在这一过程中的作用的矛盾心理。
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来源期刊
Journal of Education Culture and Society
Journal of Education Culture and Society SOCIAL SCIENCES, INTERDISCIPLINARY-
CiteScore
1.60
自引率
27.30%
发文量
75
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