Value(s)-driven decision-making
Value(s)-driven decision-making
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价值驱动的决策
DOI：
10.1177/1741143213494887
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发表时间：
2015
影响因子：
3.6
通讯作者：
L. Hammersley
中科院分区：
文献类型：
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作者：
L. Hammersley
本文考虑了实习英语校长的经验和看法，以及他们在应对政府规定和政府举措时面临的紧张局势，这可能与他们的教育价值观和信仰背道而驰。对教师工作的管理控制尤其尖锐，对“人类繁荣”具有破坏性。校长对学生的福利和教育负有道德和伦理责任。这样的职业道德迫使专业人士寻求学生的利益，因此，“好”被视为教育者工作的内在特征。因此，校长直接参与有时相互矛盾的命令和司机之间的谈判。那么，校长如何处理科利所说的“情境伦理工作”呢？这篇文章给出了来自10位校长的书面回复的数据，这些回复开始提出这个问题。我认为，在巨大的压力下，人们在价值观驱动的立场上削弱是很常见的。然而，重要的是要认识到教育价值在多大程度上受到以新自由主义价值为基础的市场议程的限制，以便不断质疑和重新评估教育中正在发生的事情，并重新阐明这一点，以造福学生。
This article considers the experiences and perceptions of practising English headteachers and the tensions that they face when juggling government prescription and government initiatives, which may be antagonistic to their educational values and beliefs. Managerial control over teachers work has been particularly acute and destructive to ‘human flourishing’. Headteachers have a moral and ethical responsibility for the welfare and education of pupils. Such professional ethics oblige the professional to seek the good of the pupil and therefore good is viewed as intrinsic to the work of an educator. Thus headteachers are directly involved in negotiating between sometimes contradictory imperatives and drivers. How then does the headteacher cope with what Colley refers to as ‘situated ethics work’? This article presents data derived from written responses from 10 headteachers that begin to open up this question. I argue that it is not uncommon for people to weaken in their values-driven stance when under great pressure. It is however important to recognize the extent to which educational values are constrained by neo-liberal value-based market agendas in order to continually question and re-evaluate what is happening within education rearticulating this for the benefit of pupils.