Valuing Teaching Through the Teacher’s Ethical Attitude.
Marco Iori
This contribution attempts to respond to Biesta’s exhortation to rediscover the value of teaching within a democratic perspective, continuing the search for a third way that overcomes the dualism between teaching as control and freedom as learning (Biesta, 2017). In this sense, the goal is to identify the ethical positioning of the teacher as a determining element in this process, delving into its characteristics, dimensions and significance. In particular, the aim is to investigate how a teacher’s reflexive competence, their work on self, through observation and analysis of their own actions and the motivations behind them, and, finally, their predisposition to dialogue and active listening, represent determining qualities in the teacher’s ethical attitude. In order to achieve these objectives, the contribution will focus on the analysis of the competence paradigm, and will then turn to the proposal to enhance teaching, exploring the role of the teacher’s ethical attitude in this regard. Finally, the contribution will conclude by putting forward the proposal of the project approach as a way of synthesising the redevelopment of the teacher’s role, from a socio-constructivist perspective.
Keywords
Ethical competence, Paradigm of competences, Ethical attitude, Project approach, Reflective teacher.
