Professional boundaries in teacher-pupil relationships: does the model of professional conduct in regulatory standards and codes of conduct impose teacher-pupil relationships that are pedagogically and personally limiting?
Date
2015
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Publisher
Manchester Metropolitan University
Abstract
This thesis explores the impact of regulatory codes of conduct on the lived
experience of being a teacher. It locates teacher practice within the context of
an environment of moral panic and Performativity through which is filtered the
propriety of teacher-student relating, and considers the resulting retreat to
protective risk-averse practice. This study stems from the concern that
teachers are sanctioned against vague, broad and universally stated
expectations with no recognition of the active role of context in what
constitutes ‘appropriate professional boundaries’. The foundational aim is to
understand how, despite there being a known code of conduct, an educator
who considers themselves caring, ethical and reflective, and strives to be a
‘good person’, might still act in ways that may be perceived as (and may
constitute) misconduct.
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Keywords
educator sexual misconduct, schools, teachers, child sexual abuse, International Resources, United Kingdom
Citation
Dubsky, R. C. (2015). Professional boundaries in teacher-pupil relationships: does the model of professional conduct in regulatory standards and codes of conduct impose teacher-pupil relationships that are pedagogically and personally limiting? (Doctoral dissertation, Manchester Metropolitan University).