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Exploring the dynamics of personal, professional and interprofessional ethics$
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Divya Jindal-Snape and Elizabeth F.S. Hannah

Print publication date: 2014

Print ISBN-13: 9781447308997

Published to Policy Press Scholarship Online: September 2014

DOI: 10.1332/policypress/9781447308997.001.0001

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PRINTED FROM POLICY PRESS SCHOLARSHIP ONLINE (www.policypress.universitypressscholarship.com). (c) Copyright Policy Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in PPSO for personal use.date: 28 September 2021

The education context

The education context

strategies for well-being and ethically sustainable problem solving in teacher–student interaction

(p.69) Five The education context
Exploring the dynamics of personal, professional and interprofessional ethics

Tiina Soini

Janne Pietarinen

Kirsi Pyhältö

Kirsi Tirri

Policy Press

Teachers work in a highly complex and dynamic environment that requires the often daily solving of ethical problems and which presents challenges in terms of occupational wellbeing. The aim of this chapter is to examine the relationship between teachers’ occupational wellbeing and professional ethics, by exploring burdening episodes as perceived by teachers themselves,that simultaneously challenge their ethical standards and compromise their wellbeing. Studies (Hanhimäki and Tirri, 2009, Soini et al, 2010, Pyhältö et al, 2011) indicate teachers’ ability to act as an ethical professional is challenged in burdening situations of school life. We argue that analytical strategies, alongside the possibility and ability to use the social resources of the school environment, protect teachers from being burdened and enable them to identify and resolve ethical dilemmas in their work. Further, the authors emphasize that strategies of wellbeing and ethical reflection should be considered as skills and professional action strategies.

Keywords:   teacher, teacher wellbeing strategies, ethical problem solving, teacher-student interaction

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