By Bruce Macfarlane
It is a booklet in regards to the ethics of educating within the context of upper schooling. whereas many books specialize in the wider socially moral issues of widening participation and selling equivalent possibilities, this specific booklet concentrates particularly at the lecturer's expert obligations. It covers the real-life, messy, daily ethical dilemmas that confront collage academics while facing scholars and co-workers - no matter if bobbing up from facilitated dialogue within the school room, identifying if it is reasonable to increase a time limit, investigating suspected plagiarism or facing court cases. Bruce Macfarlane analyses the professionals and cons of prescriptive specialist codes of perform hired by means of many universities and proposes the energetic improvement virtues over bureaucratic techniques. the fabric is gifted in a scholarly, but available kind, and case examples are used all through to inspire a realistic, reflective approach.Teaching With Integrity seeks to bridge the pedagogic hole presently setting apart the talk approximately instructing and studying in greater schooling from the wider social and moral setting during which it happens.
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Additional resources for Teaching with Integrity: The Ethics of Higher Education Practice
However, pride, in a professional context, needs to be understood in more positive terms as pride in doing a good job, doing justice to oneself and serving one’s community. Indeed, it is closely connected to the importance placed by emerging professional bodies for university teachers on the notion of ‘scholarship’. This term is invariably connected with the expectation that professionals will at least stay up to date in their disciplinary field. It implies that we should not rest on our laurels but ensure that when we teach we have taken responsibility to ensure that the curriculum is informed by current thinking and recent research.
Generally, students in higher education systems are not legally defined as children and their teachers do not assume the same responsibilities as parents. One effect of this difference is that this places a greater onus of responsibility on students for their own actions while, at the same time, building in higher expectations with respect to confidentiality in, for example, keeping records of academic progress confidential. In practical terms it means that university teachers do not normally discuss the academic progress of students with parents.
This means that some parents may perceive that they have a right to an explanation about the progress of their son or daughter, especially if they are now paying substantial tuition fees. Another significant difference between teaching in the school system and teaching in universities concerns the power of assessment. Universities, by definition, award their own degrees. Universities set their own examinations and this means that lecturers commonly act as teachers and final arbiters of the examination performance of their own students.
Teaching with Integrity: The Ethics of Higher Education Practice by Bruce Macfarlane