Ethics in the Teaching Environment

Course Summary

This highly interactive teacher training course provides a solid introduction to the challenges of ethical dilemmas at work. The course covers a broad span of ideas and activities to enliven lessons and make them more motivating, and places a strong emphasis on developing practical skills and outcomes for the classroom. The course is useful for both those with some experience of ethical challenges and those new to such issues. Included is an optional team-building activity.

Fast Facts

Course dates:18 – 22 March 2019
08 – 12 July 2019
19 – 23 August 2019
Max. group size:12
Entry level:B1
Min. age:23
Course materials:Included
Hours/week:21
Price:£395
Booking fee£50
Terms and conditions

Target Audience

This course is for all professionals who want to better understand the challenges of understanding and mastering ethical theory and practice within the professional environment. You will learn about why understanding ethics is so important and why consistency in your ethical approach is crucial, as well as different approaches to understanding ethics, how to apply different ethical frameworks, how to judge which ethical frameworks are appropriate for you and your students, and how to understand and mediate between different ethical standpoints. Participants need to be at a minimum B1 level of English.

Preparation

After registration, participants on this course programme will receive:

  • a pre-course questionnaire which will enable trainers to learn about the participants’ teaching backgrounds
  • information about the Europass Mobility Certificate
  • a recommended reading list to prepare participants for various aspects of the course
  • information about York to prepare teachers for their cultural experience

Objectives

By the end of the course participants will:

  • be able to clearly say what an ethical challenge is, and predict where such challenges will surface at work
  • have a knowledge of the key frameworks that all of our ethical actions fall within
  • be able to understand, explain, and mediate consistently between conflicts in the teaching environment
  • have developed an understanding of the importance of the cultural aspects of our ethical viewpoints

Methodology

Sessions demonstrate and train different ethical approaches, methodologies, techniques and knowledge. An interactive communicative approach is applied, which provides participants with their own experiential learning of the activities and methodologies. Input sessions are in the form of hands-on workshops and involve brainstorming, analysis, problem-solving, and role-play, both in pair work and group work. Participants are actively involved in the sessions to maximize their learning and to experience activities from their learners’ point of view.

Teachers are asked to reflect on the activities, inviting discussion with regard to their own knowledge and experience, teaching methods and contexts, and on adaptation of activities to their own teaching and learning situations. Participants are also introduced to key resources related to the further development of their teaching skills and personal professional development. Both theory and practice are explored, analyzed and discussed, further enabling the participants’ use and development of their teaching and classroom management skills.

Follow Up

The course ends with an evaluation session, where teachers are asked to reflect upon the value of the knowledge gained on the course. They are also encouraged in this session to create a Personal Development Action Plan, and select activities which they would like to try out in their own classes. They are invited to join the York Associates Community, which allows networking and contact with the trainers and fellow colleagues, and with participants from other courses.

Sample Course Programme

 Session OneSession TwoSession Three
MONDAYIce-breaker
Introduction to the course: objectives and methodology
The Groundwork:
What is an ethical policy?
Why is it important to have an ethical policy? (+ case studies)
Output:
Participants discuss a given ethical dilemma.
How do they deal with this dilemma?
Comparison of group responses.
TUESDAYUnderstanding Ethics:
Language feedback
“The Trolley Problem” – five versions
What does it show us?
Ethical Frameworks
“Duty-based” and “Rule-bound” ethics
“Objective” ethics
Examples
Benefits
Problems
Helpful exercises
Output:
Participants discuss an ethical dilemma they have brought in.
We examine this in light of duty-based ethical frameworks
Is this a satisfactory solution?
WEDNESDAYUnderstanding Ethics:
Language feedback
What sort of communicator am I?
Ethics and SEN issues (autism, etc)
– workshopping solutions
Ethical Frameworks
“Consequentialist” / “Utilitarian” ethics
Examples
Benefits
Problems
Helpful exercises
Output:
Participants discuss an ethical dilemma they have brought in.
We examine this in light of consequentialist ethical frameworks
Is this a satisfactory solution?

Each session above is up to 90 minutes long. Exact timings will be confirmed before your course.

21 hour teacher development courses may use a 8.00- 12.30 or 13.30 -17.30 time slot. Afternoon programmes will finish earlier on certain days for social programme options.

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