This article ventures to illuminate multiple dimensions of ethical perception in professionalism and introduces novel didactic viewpoints on educational routes through which professionals learn and develop moral competencies that are essential for praxis. The authors discuss research results from recent innovative research projects developing professional didactics, education, and work practice. The article explores new research pathways to learn and develop professional ethics for teachers and social educators, in collaboration between several agents of the field: students, teachers and educational leaders, as well as the public institutions serving as frames for internships during the process of education. Based on a synthesis of theoretical perspectives and empirical findings it is argued that an interchanging dynamic between subjective experiences and dialogical learning constitutes several dimensions of tacit practical wisdom which is accentuated in the perception of practice. These are: 1) the existential-phenomenological dimension, 2) the life-historical dimension, 3) the dimension of inter-relational competence, and 4) the social dimension of learning. Through life-long learning trajectories professionals are enabled to skillfully confront the ethical challenges in reality, in order to develop concrete ethical perception and discernment based on practical wisdom defined as a pedagogical phronesis.
|Tidsskrift||Professional Development in Education|
|Status||Accepteret/In press - jan. 2021|