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?

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dc.contributor.authorDubsky, R. C.
dc.date.accessioned2018-11-28T18:43:48Z
dc.date.available2018-11-28T18:43:48Z
dc.date.issued2015
dc.description.abstractThis 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.en_US
dc.identifier.citationDubsky, 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).en_US
dc.identifier.urihttps://e-space.mmu.ac.uk/580121/1/For%20Online%20publication-RACHEL%20DUBSKY%20DOCTORAL%20THESIS.pdf
dc.identifier.urihttp://hdl.handle.net/11212/4069
dc.language.isoenen_US
dc.publisherManchester Metropolitan Universityen_US
dc.subjecteducator sexual misconducten_US
dc.subjectschoolsen_US
dc.subjectteachersen_US
dc.subjectchild sexual abuseen_US
dc.subjectInternational Resourcesen_US
dc.subjectUnited Kingdomen_US
dc.titleProfessional 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?en_US
dc.typeArticleen_US

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