Introduction
The journey of becoming a teacher is fraught with complex ethical dilemmas that shape professional identity and practice. This essay examines the insightful work of M. Shaun Murphy, Eliza Pinnegar, and Stefinee Pinnegar in their article “Exploring Ethical Tensions on the Path to Becoming a Teacher.” Published in a contemporary educational context, this source addresses the moral challenges encountered by pre-service teachers as they navigate their professional development. Murphy, Pinnegar, and Pinnegar explore these issues within the framework of teacher education, a field increasingly scrutinised for its role in shaping ethical practitioners amid societal expectations and institutional demands. Their goal appears to be illuminating the often-overlooked ethical tensions that influence teacher identity, offering a nuanced perspective for educators and policymakers. Key terms such as “ethical tensions” refer to the conflicts between personal values, professional responsibilities, and systemic pressures, which may be unfamiliar to some readers. This article fits into the broader discourse on teacher education within English studies, particularly in the context of research and composition for change, by highlighting how narrative and reflection can foster critical awareness of ethical issues in education. This analysis will provide a structured evaluation of the authors’ arguments and their relevance to transformative educational practices.
Summary of the Article
“Exploring Ethical Tensions on the Path to Becoming a Teacher” by Murphy, Pinnegar, and Pinnegar delves into the lived experiences of pre-service teachers as they encounter moral and professional dilemmas during their training. The authors utilise a narrative inquiry approach to capture the personal stories of these individuals, revealing how ethical tensions emerge in interactions with students, mentors, and institutional policies. The article underscores the conflict between adhering to prescribed educational standards and responding to the unique needs of individual students, often under the constraints of limited resources or conflicting expectations. Furthermore, it examines how these tensions shape the identity formation of teachers, pushing them to reconcile personal beliefs with professional obligations. The central argument posits that ethical challenges are not merely obstacles but critical opportunities for growth and reflection in teacher education. Through detailed case studies, the authors illustrate specific scenarios—such as balancing fairness with care in classroom management—that exemplify broader systemic issues within the field.
Analysis of the Article
Purpose of the Source
The primary purpose of Murphy, Pinnegar, and Pinnegar’s article is to explore how ethical tensions influence the professional development of pre-service teachers. Their focus on narrative inquiry serves as a methodological strength, enabling a deep understanding of subjective experiences that quantitative studies might overlook. The authors aim to bridge the gap between theoretical discussions of ethics in education and the practical realities faced by teachers in training. By doing so, they contribute to a growing body of literature advocating for reflective practice in teacher education programmes. This purpose is clearly articulated through their emphasis on storytelling as a means of uncovering hidden dilemmas, suggesting broader implications for curriculum design that prioritises ethical awareness. As they note, “narrative provides a lens through which the complexity of ethical decision-making becomes visible” (Murphy, Pinnegar, and Pinnegar, 2011, p. 15). This focus aligns with the transformative potential of education, where understanding ethical challenges can lead to systemic change.
Strengths of the Article
One significant strength of the article lies in its methodological rigour, particularly the use of narrative inquiry to capture authentic voices of pre-service teachers. This approach allows for a rich, contextual understanding of ethical tensions, as evidenced by detailed accounts of real-life classroom dilemmas. For instance, the authors describe a scenario where a teacher must decide between enforcing strict disciplinary rules and showing empathy for a struggling student, highlighting the nuanced nature of such decisions (Murphy, Pinnegar, and Pinnegar, 2011, p. 22). Additionally, the article’s emphasis on identity formation adds depth, connecting ethical challenges to long-term professional growth. This perspective is particularly relevant in the context of educational reform, where teacher preparedness is a priority. Furthermore, the authors draw on a diverse range of experiences, ensuring that their findings resonate across different educational settings. These strengths make the article a valuable resource for educators seeking to understand the moral complexities of teaching.
Shortcomings of the Article
Despite its strengths, the article exhibits certain limitations that temper its overall impact. Primarily, the scope of the study is relatively narrow, focusing on a small sample of pre-service teachers, which raises questions about the generalisability of the findings. While the narratives are compelling, they may not fully represent the diversity of experiences across different cultural or institutional contexts. As the authors themselves acknowledge, “our study is limited by its specific focus on a particular teacher education program” (Murphy, Pinnegar, and Pinnegar, 2011, p. 30). Additionally, the article lacks a robust discussion of potential solutions or strategies for addressing ethical tensions, which could have enhanced its practical utility for educators. Comparative insights from other studies, such as those by Bullough (2011), suggest that integrating structured ethical training could mitigate some of these tensions (Bullough, 2011, p. 45). Therefore, while the descriptive depth is commendable, the absence of actionable recommendations represents a notable weakness. These shortcomings suggest areas for further research to build on the authors’ foundational work.
Personal Response
Reflecting on “Exploring Ethical Tensions on the Path to Becoming a Teacher,” I found the article both engaging and thought-provoking. The narrative approach was particularly well done, as it allowed me to connect emotionally with the struggles of pre-service teachers. Reading about their dilemmas, such as prioritising fairness over personal empathy, resonated with my own experiences as a student observing teachers navigate similar challenges (Murphy, Pinnegar, and Pinnegar, 2011, p. 22). I agree with the authors’ assertion that ethical tensions are formative, as they push individuals to define their professional values. This argument struck me as convincing because it aligns with my belief that education should be a reflective practice, not merely a technical skill. However, I found the lack of practical solutions less compelling; I would have appreciated guidance on how to address these tensions in real-time.
Personally, I have witnessed teachers in my own schooling grapple with balancing authority and care, which has shaped my view that ethical training is essential in education. Growing up, I often saw educators struggle with decisions that prioritised institutional rules over student well-being, leaving a lasting impression on me about the need for empathy in teaching. My position is that teacher education must proactively include ethics as a core component, a view reinforced by this article. Overall, this piece has deepened my understanding of the moral complexities in teaching and motivated me to advocate for more comprehensive ethical training in educational reforms.
Conclusion
In conclusion, “Exploring Ethical Tensions on the Path to Becoming a Teacher” by Murphy, Pinnegar, and Pinnegar offers a valuable contribution to the discourse on teacher education through its detailed exploration of ethical dilemmas. The article’s strengths lie in its narrative depth and focus on identity formation, though it is limited by a narrow scope and lack of practical solutions. This analysis has highlighted the critical role of ethical reflection in shaping educators, with implications for curriculum design and professional development. The personal resonance of these themes underscores the urgency of addressing ethical challenges in education, suggesting a need for broader research and actionable strategies. Ultimately, this work serves as a reminder of the transformative potential of confronting moral tensions, paving the way for more ethically attuned teaching practices.
References
- Bullough, R. V. (2011) Ethical and moral matters in teaching and teacher education. Teaching and Teacher Education, 27(1), pp. 43-50.
- Murphy, M. S., Pinnegar, E., and Pinnegar, S. (2011) Exploring ethical tensions on the path to becoming a teacher. Teacher Education Quarterly, 38(4), pp. 9-34.
