Professionals’ Ethos and Education for Responsibility

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In Professionals’ Ethos and Education for Responsibility, Alfred Weinberger, Horst Biedermann, Jean-Luc Patry and Sieglinde Weyringer offer insights into different concepts and applications of professionals’ ethos focusing on teachers’ ethos. Ethos refers to the responsibility of a professional, and it is considered a key element of a professional’s work. The first time mentioned in ancient Greece denoting character and habit, the word ethos nowadays has several definitions and meanings. This book intends to explore the variety of meanings, with authors in this volume drawing from established concepts of ethos and empirical research to push the field forward.

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Alfred Weinberger, Ph.D. (2006), University of Salzburg, is Professor at the Private University of Education in Linz. His most recent journal article is Fostering pre-service teachers’ socio-scientific argumentation skills with VaKE (Values and Knowledge Education) (TOJED, 2017).

Horst Biedermann, Ph.D. (2006), University of Fribourg, is Chair of the University of Teacher Education St. Gallen. His most recent book article is Morality and Politics: Siblings who do not love each other (2018).

Jean-Luc Patry, Ph.D. (1975), University of Zürich, Switzerland, is Emeritus Professor of the University of Salzburg, Austria. His most recent book is Marginal Analysis – Educational Perspectives on a Current Figure of Thought (2018).

Sieglinde Weyringer, Ph.D. (2008), University of Salzburg, is Senior Lecturer at that university. Her most recent book article is Autonomy-Supportive Learning with VaKE (Values and Knowledge Education) in Teacher Education: Fostering Empathy and Cognitive Complexity (2017).

Preface vii

1. Professionals’ Ethos: An Introduction 1
Alfred Weinberger, Horst Biedermann, Jean-Luc Patry and Sieglinde Weyringer

2. Metaethics and Moral Education 11
Edgar Morscher

3. The Professional Ethos of Teachers: Is Only a Procedural Discourse Approach a Suitable Model? 23
Fritz Oser and Horst Biedermann

4. Situation Specificity of Discourse 41
Jean-Luc Patry

5. Promoting Conceptual Change through Values and Knowledge Education (VaKE) 63
Dimitris Pnevmatikos and Panagiota Christodoulou

6. Democracy, Responsibility, and Inquiry in Education: Relationship and Empirical Accessibility Using the Criteria of Inquiry Learning Inventory (CILI) 75
Johannes Reitinger

7. Responsibility as the Principle Denominator of Pedagogical Ethos: An Empirical Analysis of Pedagogical Responsibility from the Vocational Trainers’ Perspective 89
Sarah Forster-Heinzer

8. Education for Professional Ethos through VaKE (Values and Knowledge Education) in Teacher Education: A Cognitive-Affective Process System Analysis of Pre-Service Teachers’ Moral Judgments Concerning a Socio-Scientific Issue 105
Alfred Weinberger

9. The Dark Side of Teachers’ Behavior and Its Impact on Students’ Reactions: A Comprehensive Framework to Assess College Students’ Reactions to Faculty Incivility 125
Yariv Itzkovich and Dorit Alt

10. Commitment to Develop Appreciative Relationships in School: Nonviolent Communication as an Approach to Specify a Facet of Teacher Ethos 135
Karin Heinrichs and Simone Ziegler

11. Professionals’ Ethos and Education for Responsibility: Teachers’ Ethos as an Example of Professionals’ Ethos 149
Brigitte Latzko and Anne-Cathrin Paeszler

Index 161
This book is useful for researchers, methodologists, students, and practitioners from different disciplines with interest in professionals’ ethos and education for responsibility as well as in moral and democratic education.
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