ALU Ethics in Education Discussion

Description

select ONE critical incident (Critical Incidents may be selected from EITHER one of the Cases described in the readings, OR from a case that they have experienced in their professional praxis). If from the course readings, provide Name of Article & description of the case. If from professional praxis, provide sufficient detail to describe the incident and the context, always being mindful of the need to respect anonymity and confidentiality in your examples.

Using 2-3 Ethical Paradigms or approaches, identify the ethical dilemma(s) arising within the case.

Consider these questions and any others that you identify as you discuss the critical incident:

What are the current contextual forces affecting this case?
What is at stake for each of the individuals/groups and ethical leaders in this case?
What are the possible consequences for each of the individuals/groups and ethical leaders in this case?

Drawing from the course readings and other scholarly literature, describe the selection and use of the Ethical Decision-Making model you would choose to guide your decision making. Take us through your process of ålf-reflection®bsp;and %cision-making.®bsp;In light of your analysis of the case, through multiple ethical paradigms, defend your final decision/resolution to the case.

Consider these questions and any others that you identify as you discuss your reflection and decision/resolution of the case:

What were some of your considerations?
What challenges do you anticipate?

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Critical Incident
Critically analyzing critical incidents is critical in teacher professional development
(Joshi, 2018). A critical incident is an unplanned or unprecedented event that occurs in the
educational context. It is a challenge or problem in a given situation rather than the norm. It is
said to be critical because of its importance and meaning. Therefore, while unprecedented
incidents might happen often, they are crucial if they are essential to the way of doing things.
Educators can analyze their experiences to find critical events and reflect on them. These
incidents can be helpful for future reference and guidance.
A critical incident in my experience occurred when I divided the students into diverse
groups to collaborate and work on some problems. Teachers often engage students in organized
groups for various reasons. I wanted the students to enhance their communicative skills as they
interacted with each other. I hoped the groups would also broaden each student’s skills and teach
them new and diverse perspectives on approaching a problem. Moreover, I wanted them to boost
their problem-solving issues and learn how to unite, delegate, and work together to achieve an
objective. However, my core reason was for the students to understand each other’s culture and
ethnic grounds. The groups were purposefully made up of as many diverse individuals as
possible. The given assignment was geared towards encouraging everyone to open up about their
background and consequently foster trust and close relationships. However, after carefully
placing each student in a group and explaining what to do, a student raised their hand and asked,
“Do we have to do this?”. I did not realize it but the students felt uncomfortable with the exercise
and they reported to their parents. In turn the families went to the principal and I was summoned
to elucidate on the purpose of the activity.
Within the assignment note that the students felt uncomfortable doing the activities
and families went to report this will be your critical incident). For the solution you can go
into detail about the principal resolving the issue and myself as we found another approach
to conduct the activity.
References
Joshi, K. R. (2018). Critical incidents for teachers0rofessional development. Journal of NELTA
Surkhet, 5, 828. https://doi.org/10.3126/jns.v5i0.19493

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