Colleague Teaching Wrong Knowledge
Ethical Dilemma
In the classroom, I encountered an ethical dilemma when I was assisting an co-teach session and the main teacher inaccurately stated that PDF files have larger file sizes than DOC files for text documents. This concept is not entirely accurate as the file size of a document, be it PDF or DOC, depends on several factors like content and formatting.
PDF Files: These are often used for their ability to preserve the layout of a document. Their size varies based on content – text-only PDFs can be quite compact.
DOC Files: Commonly used for editable text documents, DOC files can also vary in size depending on the content.
In this scenario, the blanket statement about file sizes was misleading. It’s crucial to correct this misinformation to ensure students understand that the size of these file types can vary and is not fixed to the format alone. The other co-teacher, however, advised against correcting the main teacher right there and then. He expressed concern that pointing out the mistake could embarrass the main teacher and potentially complicate their working relationship. This left me in a tough spot, torn between the need to ensure the students received the correct information and the desire to maintain a harmonious working environment.
Ethical Values Involved
In this complex situation, several ethical values were at play, each contributing to the dilemma and its resolution:
Truth and Accuracy: These values were compromised in favor of maintaining professional harmony. The main teacher’s inaccurate statement, if uncorrected, would have allowed misinformation to persist. However, the concern was that correcting the teacher might embarrass them and disrupt the classroom atmosphere.
Responsibility and Professional Integrity: In the immediate context, these values were overlooked as the decision was made not to correct the main teacher’s mistake. However, they are crucial for long-term educational quality. As educators, we have a responsibility to ensure that students receive accurate and reliable information. Upholding professional integrity involves maintaining honesty and ethical behavior in a teaching setting.
Respect and Collegiality: These values were emphasized to maintain a positive working relationship. Correcting someone in a way that undermines their authority or embarrasses them in front of students can be disrespectful. The decision not to correct the main teacher was influenced by a desire to respect their position and maintain a collegial and cooperative teaching environment.
Beneficence, Non-Maleficence, and Autonomy: These values were involved in prioritizing student welfare while respecting the main teacher’s teaching style and autonomy. Beneficence and non-maleficence were considered as the primary focus was on ensuring that students receive correct information without causing harm to the main teacher’s credibility. Autonomy, in this context, referred to respecting the main teacher’s autonomy in their teaching methods and content, even while addressing the need for correction. It was essential to find a balance that prioritized the students’ educational needs while acknowledging and respecting the main teacher’s approach to teaching.
This experience served as a valuable lesson in navigating the ethical complexities that can arise in education. It highlighted the need to balance the immediate need for correct information with the long-term importance of maintaining positive professional relationships. It also underscored the importance of upholding ethical values in teaching, even when faced with challenging decisions. Ultimately, this experience contributed to my understanding of the intricate ethical landscape within education and the need for thoughtful and considerate decision-making in such situations.
Decision-Making Process
In this ethical dilemma, multiple parties’ interests came into play. The primary stakeholders were the students, whose foremost interest was receiving accurate and clear information. Their learning and education heavily relied on grasping correct concepts, making it vital that they were not misinformed.
The main teacher, who inadvertently made the inaccurate statement, had a set of interests at stake. These encompassed maintaining credibility and authority in the classroom, which are crucial for effective teaching. Additionally, the main teacher valued maintaining positive working relationships with colleagues, including the co-teaching teacher.
The co-teaching teacher was also a key figure in this dilemma. Their interests were likely centered around maintaining a harmonious working relationship with the main teacher and ensuring a positive learning environment for the students. They might have been hesitant to correct the main teacher due to concerns about damaging their professional relationship.
As a student teacher, my interests revolved around ensuring that the students received accurate information, as it was essential for their education. Simultaneously, I aimed to learn effective teaching practices and maintain positive professional relationships with my colleagues, including both the main and co-teaching teachers. These interests were important for my growth as an educator and my role in the classroom.
After discussing with a co-teacher, I opted against immediate public correction. This decision was influenced by a desire to preserve the main teacher’s dignity and avoid potential embarrassment, balanced against the need for accurate student instruction. The co-teacher’s advice played a crucial role, highlighting the complexities of professional relationships in educational settings.
Evaluation of Decision
Upon reflection, my decision, while respectful of the main teacher’s position, may have compromised the immediate educational needs of the students. Ethically, this posed a conflict with my duty to ensure accurate information dissemination. In the future, I would seek a more balanced approach, perhaps addressing the error privately with the main teacher to maintain both respect and educational integrity.
Connections to CILO 4 and FEILOs 4, 9-10
Engaging in ethical decision-making in education, as I experienced in this situation, directly relates to CILO 4 and FEILOs 4, 9, and 10, which pertain to ethical and professional behavior, as well as reflection on ethical matters.
CILO 4 (Characteristics of Inquiry and Problem Solving): This CILO focuses on developing ethical behavior, and this experience reinforced the importance of this aspect of my teaching profession. It made me acutely aware of the ethical dimensions of my role as an educator. To ensure that students receive accurate and reliable information, it’s crucial to navigate situations like these with a strong sense of ethical responsibility.
FEILO 4 (Problem Solving): This FEILO emphasizes reflection during the problem solving processes on ethical matters, became especially relevant. This experience prompted deep reflection on the ethical values and principles involved. It made me ponder the complexities of balancing truth and respect, responsibility and collegiality, beneficence and autonomy. Reflecting on these ethical dilemmas is essential for personal and professional growth.
FEILO 9 (Ethical Responsibility): This FEILO highlights the importance of demonstrating professional integrity, and this case illuminated the significance of upholding this principle. While it may have been easier to overlook the mistake to maintain harmony, my commitment to professional integrity urged me to prioritize the students’ right to accurate information.
FEILO 10 (Interpersonal and Team Skills): Interpersonal skills are essential in this context. I had to interact with colleagues (main teacher and co-teacher) while addressing the ethical dilemma. Maintaining collegiality and positive working relationships required effective communication and collaboration.
Overall, this ethical decision-making process reflects the development of critical skills and ethical awareness, aligning with CILO 4 and various FEILOs. It underscores the importance of ethical responsibility, problem-solving, and effective interpersonal skills in the field of education.