Teacher education involves encountering ethical dilemmas con- nected to teaching. Student teachers’ ethical dilemmas sometimes occur when ideals clash with experiences. The current study focuses on the challenges experienced by student teachers during work placement education. The aim of the study was to investigate ethical dilemmas student teachers experienced during work placement education, using the sensitising concept of the notion of care. The data consist of semi-structured interviews from 22 student teachers and were analysed using a constructivist grounded theory frame- work. The findings show that the ethical dilemmas reported by the student teachers regarded two influential agents in work placement education: pupils and teachers. Concerning pupils, the dilemmas involved encountering pupils living in poor circumstances as well as experiencing aggression from and among pupils. When it comes to teachers, dilemmatic experiences stemmed from teachers who were disillusioned and derogatory talk in the teacher lounge.

Bystander passivity has received increased attention in the prevention of interpersonal harm, but it is poorly understood in many settings. In this article we explore bystander passivity in three settings based on existing literature: patient abuse in health care; bullying among schoolchildren; and oppressive treatment of students by teachers. Throughout the article we develop a theoretical approach that connects Obermann's unconcerned and guiltybystanders to theories of moral disengagement and moral distress respectively. Despite differences between the three settings, we show striking similarities between processes of disengagement, indicators of distress, and the constraints for intervention that bystanders identify. In relation to this, we discuss moral educational efforts that aim to strengthen bystanders’ moral agency in health care and school settings. Many efforts emphasize shared problem descriptions and collective responsibilities. As challenging as such efforts may be, there can be much to gain in terms of welfare and justice.

Lärares etik har formulerats, beskrivits och undersökts under de senaste 30 åren. Det är således en ganska ny företeelse. Det betyder inte att lärare tidigare ignorerade de svåra handlingsval som de ställdes inför i sin vardag, men de använde andra benämningar än etiska. Pedagogiska och psykologiska begrepp och teorier kunde tidigare beskriva en del av de problem som lärarna mötte, men de krav som lärare ställs inför idag har ytterligare dimmensioner. Det finns därför anledning att nu uppmärksamma frågor som rör yrkesetik och yrkesetiska dilemman.

Hur ska en lärare agera när en kollega handlar på ett etiskt ifrågasättbart sätt mot en eller flera elever? Många har mött detta dilemma. De yrkesetiska principerna är avsedda att ge stöd, men likväl är det svårt att ingripa. Inte heller juridifiering av problemet i skollagens paragrafer tycks underlätta. Lärare kan själva göra lokala överenskommelser för att hantera problemet.

The interest in this paper is directed towards teachers’ experiences of collaboration, in particular of moderation when marking national tests. The purpose is to describe and discuss these experiences as expressions of a teaching profession in change.

The point of departure is that the now extended national testing in Sweden also increases the demands on moderation as the teachers are supposed to mark the tests together.  The National Agency for Education stress that the tests are intended to "support equal and fair assessment and grading", and delivers samples, instructions and examples on how the tests should be marked. Teachers are also supplied with advisory texts on how to conduct moderation. This we regard as a part of a growing interest by the state to control and evaluate schools and teachers’ performances, and of parent’s claims on fair assessments and grades for their children.

Collaboration is thus recommended in policy and what we might call professional tools for assessment is provided by the state. This development supports descriptions of teaching in terms of an organizational form of professionalism based on external control and accountability at the expense of a loss of a professional autonomy. However, we believe that teachers’ moderation when marking national tests also needs to be described as an expression of an occupational form of professionalism that is based on teachers’ collegial authority, self-control, ethics and trust. Interviews were conducted with teachers about their collaborative work in general and more specifically on their joint marking of national tests. Further, we have conducted observations of teachers moderation work when marking national tests. The interviews were audio recorded and fully transcribed.

The results indicate that teachers use the state-provided tools with enthusiasm and express a commitment to their collaborative work. We argue that they develop a collective professional knowledge in their moderation work with national tests. In this sense, they express a kind of state-directed professionalism that we describe as sharp but delimited and definitely different from the wider kinds of professionalism that has been described as a result of a “chock professionalization”.

The purpose of this article is to study whether moral stress is a phenomenon relevant to teaching practice and which may make a significant contribution to understanding why teachers repeatedly reported feeling burdened by work. Moral stress can be caused by acting in conflict with ones own conscience, e.g. when one knows the right thing to do but institutional constraints make it difficult to act in a way that is consistent with ones morals. The method used in this study is critical incident technique focusing ethical dilemmas in teaching. The findings add a phenomenon to previous research of moral stress in other professions; moral stress can be caused not only by external regulations, but also by internal moral imperatives in conflict with one another.

Respekt för lärarprofessionen behandlar två fundamentala verktyg eller förutsättningar för läraryrkets utövande: yrkesspråk och yrkesetik. Alla lärare har tillgång till någon form av yrkesspråk och yrkesetik, men frågan är hur gemensamma och användbara dessa är för vardagsarbetet. Boken diskuterar hinder och möjligheter för lärarprofessionens utveckling.

Resonemangen utgår från ett stort empiriskt material. Utifrån lärares egna berättelser, argument och diskussioner utkristalliseras såväl tillgång till som behov av att utveckla den yrkesspråkliga och yrkesetiska kompetensen. Boken identifierar och förklarar företeelser som är svåra att upptäcka i vardagsarbetet.Lärarstudenter och utbildare får en sammanfattande framställning av de krav i yrkeslivet som lärarutbildningen bör motsvara. För enskilda lärare och lärargrupper är bokens innehåll en väg till professionell utveckling och ökat yrkeskunnande vad avser lärares pedagogiska arbete. Respekt för lärarprofessionen utgör ett bra underlag för att diskutera lärarprofessionalism och yrkeskompetens inom skilda lärarkategorier.Respekt för lärarprofessionen är en reviderad och uppdaterad version av Respekt för lärare och Respekt för läraryrket, som under många år använts inom lärarutbildning och lärarfortbildning.

Teaching is the only profession in which the practitioner themselves has to create the conditions required in order to execute their professional duties. What this means is that teachers themselves have to organise and lead the work so that teaching and learning are made possible. For example, this can be compared with the medical profession, in which several other professional groups are involved in the preparations ahead of the doctor's meeting with the patient. These can include receptionists, nurses and laboratory assistants. The doctor's meeting with the patient is structured in a way that aims to place greater focus on the patient's problem and give them the opportunity to see more patients. Furthermore, professions that deal with adults can expect their patients or clients to remain loyal to the established, profession-specific structure.

Schools are, of course, organised according to a certain structure. However, the fact that there are a large number of pupils, who are young, have varied needs and different attitudes to being forced to be there, requires the teacher to exercise leadership; leadership they often have to master alone. Consequently, student teachers are not required simply to develop their knowledge of the subject, their didactic proficiency and their interpersonal skills, but must also develop a type of leadership that forms the basis of their ability to practice their profession. This study uses interviews to investigate student teacher's perceptions regarding leadership in the classroom – what it encompasses, what is required and which problems they predict will arise in future.