Suchergebnisse

Professional values and practices in teaching -- The professional ethics of teachers -- Expectations, diversity and achievement -- Values in the classroom -- Professional relationships with parents and pupils -- Professional relationships with colleagues -- The community of the school -- Personal and professional development -- Professional responsibilities.

The professional code of the General Teaching Council lists eight new standards, each of them analysed here in detail using questions and activities to describe what trainee teachers need to know, understand and demonstrate as they work towards Qualified Teacher Status. Each of the eight standards cover the following issues: expectations, diversity and achievement; personal and professional values; values in the classroom values, rights and responsibilities in the wider community; the community of the school; professional relationships; personal and professional development; professional responsibility. This practical and jargon-free guide features an extensive range of examples and suggestions for further reading, designed to help those in their early professional development.

PurposeThe paper seeks to examine the tension between a Levinasian ethics and routine corporate activity in multinational business worlds. It investigates the calculative regimes around financialisation and places these against the absolute ethical responsibility to the other and the third, and the issues of justice and politics this produces.Design/methodology/approachThe paper draws on the notion of the deconstructive moment and uses this to investigate the ethics of key decision making by a medium‐sized international telco, Telecom New Zealand, in the construction of a submarine cable.FindingsThe paper details the irreconcilable ethical conflict between the acutely human responsibility of corporations and the sophisticated, dehumanising regimes of calculation which they both mobilise and in which they are embedded.Originality/valueThe authors utilise the notion of the deconstructive moment to investigate the ethics of corporate practice. They also show how this can be related not just to the other but to other others and to wider issues of justice.

This article analyses the sources of knowledge New Zealand sport and recreation policy-makers rely on when forming public policy. Specifically, utilizing a Foucauldian lens of governmentality, we consider how New Zealand sport and recreation policy is influenced by various sources of knowledge. Through analysis of official policy documents, media releases and interviews with senior New Zealand policy managers, we argue that despite claims of positivistic, `evidence-based' policy, writers draw on a wide range of knowledge sources. Thus, despite being governed by positivism, policy-makers themselves utilize other, multifarious sources of knowledge in order to construct national sport policy. We offer considerations for the future setting of such public policy, and in particular suggest the existing rationale for the formulation of public policy could be altered to acknowledge these wide ranging knowledges.