LEADER 04583nam 22008055 450 001 9910299613003321 005 20250717134844.0 010 $a9789462099418 010 $a9462099413 024 7 $a10.1007/978-94-6209-941-8 035 $a(CKB)3710000000342685 035 $a(EBL)2095743 035 $a(OCoLC)900864477 035 $a(SSID)ssj0001466950 035 $a(PQKBManifestationID)11804455 035 $a(PQKBTitleCode)TC0001466950 035 $a(PQKBWorkID)11504348 035 $a(PQKB)10329590 035 $a(DE-He213)978-94-6209-941-8 035 $a(MiAaPQ)EBC3035030 035 $a(nllekb)BRILL9789462099418 035 $a(MiAaPQ)EBC2095743 035 $a(Au-PeEL)EBL3035030 035 $a(CaPaEBR)ebr11012065 035 $a(CaONFJC)MIL790317 035 $a(Au-PeEL)EBL2095743 035 $a(CaPaEBR)ebr11286919 035 $a(PPN)185487637 035 $a(EXLCZ)993710000000342685 100 $a20150421d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAgainst All Odds $eAn Empirical Study about the Situative Pedagogical Ethos of Vocational Trainers /$fby Sarah Forster-Heinzer 205 $a1st ed. 2015. 210 1$aRotterdam :$cSensePublishers :$cImprint: SensePublishers,$d2015. 215 $a1 online resource (343 p.) 225 1 $aMoral Development and Citizenship Education 300 $aDescription based upon print version of record. 311 08$a9789462099401 311 08$a9462099405 311 08$a9789462099395 311 08$a9462099391 320 $aIncludes bibliographical references. 327 $aPreliminary Material -- Against all odds: An introduction -- The scope of ethos: In search of clarity -- Models of pedagogical ethos -- Ethos: Supererogative commitment in situations of odds -- Methodology -- The trainers? ethos: Results -- Discussion -- The impact of a pedagogical trainer?s ethos experienced by apprentices -- Conclusion -- References. 330 $aIt is nearly impossible to overestimate the significance of a professional ethos in pedagogical situations. Most theories of education understand ethos and ethical acting as belonging to the core of the pedagogical profession. Despite this evidence, remarkably few empirical studies exist on ethos. This book has three main aims: 1) to conceptualize the pedagogical ethos at the theoretical level, 2) to operationalize it systematically, and 3) to study it empirically from the trainers? perspective but also from that of apprentices. Part 1 offers a critical discussion on different theoretical approaches of professional morality. These include theories on moral values or professional codes, virtue ethics, professional sensitivity, moral commitment, and caring. Identified communalities are combined to form a new model of professional ethos. More intensively than other existing theories, the ethos approach presented in this book stresses the content?s situational impact on decision-making and motivation. The main question guiding the instrument development, dealt with in Part 2, asks how we can distinguish professional morality from the general notion that people should be good. In order to answer this question, vocational education but also a trainer?s pedagogical duties and responsibilities are discussed. Part 3 then presents the result of two empirical studies with vocational trainers and apprentices. It offers some interesting findings for further reflection ? input not only relevant for researchers but also educational institutes, professional associations, and practitioners themselves. In short: this book contributes significantly to research on professional morality as well as vocational education. 410 0$aMoral Development and Citizenship Education 606 $aEnergy policy 606 $aEnergy policy 606 $aElectric power production 606 $aEnergy Policy, Economics and Management 606 $aElectrical Power Engineering 606 $aMechanical Power Engineering 615 0$aEnergy policy. 615 0$aEnergy policy. 615 0$aElectric power production. 615 14$aEnergy Policy, Economics and Management. 615 24$aElectrical Power Engineering. 615 24$aMechanical Power Engineering. 676 $a370.113 700 $aForster-Heinzer$b Sarah$0955703 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910299613003321 996 $aAgainst all odds$92162716 997 $aUNINA