On the ambiguity of teaching-relationship ethics in pedagogical tutoring work

Abstract

ABSTRACTThe article aims to discuss the ethical ambiguities inherent to pedagogical tutoring teaching-relationships work in teacher training institutions. The thrust of its argument is that the special character of teaching relationships in pedagogical tutoring work invites an implicit blurring of boundary lines (formal/informal, professional/personal), which in turn poses distinct ethical and pedagogical challenges. The article goes on to discuss some of the pedagogical ambiguities that typically emerge in pedagogical tutoring work and teaching relations. Finally, based on the concepts of “ambiguity” (Frankenstein, 1981) and “dialogue” (Buber, 1970), an attempt is made to shed light on the pedagogical potentialities these concepts hold for pedagogical tutoring work.