Browsing by Subject "varhaiskasvatuksen erityisopettaja"

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  • Korhonen, Taija (Helsingin yliopisto, 2019)
    The research task of this study is to describe how special early childhood education teachers define and assess their ethical sensitivity and what beliefs they have about changes of ethical sensitivity. Research questions are: 1) How do special early childhood education teachers define ethical sensitivity? 2) How do special early childhood education teachers evaluate their own ethical sensitivity? and 3) What relation does the self-assessed ethical sensitivity of special early childhood education teachers have with their views on changes of ethical sensitivity? The frame of reference for this study was the combination of the seven dimensions and skills of ethical sensitivity developed by Narvaez (2006) from Rest's (Thoma 2006) four-component model. Earlier studies of teachers' self-assessed ethical sensitivity have found that experienced teachers are more adept than novices in ethical sensitivity. The research material consisted of 167 responses from special early childhood education teachers. The research material was collected using an e-form consisting of four sections: background Information, Ethical Sensitivity Scale Questionnaire (ESSQ) developed by Tirri and Nokelainen (2012), adapted Dweck scorecard to explore ethical sensitivities, perceptions, and beliefs about the ethical sensitivity of respondents and their own definition of ethical sensitivity. Own definition was deductively analyzed by content analysis, other parts were statistically analyzed using SPSS 25 software. The definitions of ethical sensitivity for special education teachers are divided into Narvaez's seven dimensions and skills of ethical sensitivity, and the three components of Rest's four-component model: ethical sensitivity, ethical motivation, and moral-ethical problem solving. The most common definitions of the dimensions and skills of ethical sensitivity are the identification of ethical issues and the consideration of the perspective of others. Special ethics are highly rated by special early childhood education teachers. Special early childhood education teachers' beliefs and their perceptions of ethical sensitivity illustrate a growth mindset. Special early childhood education teachers see ethical sensitivity as a skill to learn and develop.