Abstract
AbstractIn this article, Lauren Gatti and Paula McAvoy explain the interdisciplinary methods that they used for developing a theory of professional judgment for teachers that they call the Ethical Long View. In developing the theory, they engaged in empirical inquiry through the solicitation of dilemmas from practicing teachers using an online survey (N = 127) and follow‐up interviews with a subset of survey participants (N = 11). The interviews were developed into qualitative normative cases, which are richly described vignettes of a teacher's dilemma and thinking. In between analyzing the survey data and developing the cases was a philosophically oriented recursive process that was both iterative and interdisciplinary. The qualitative work helped the authors develop the conceptual framework for the Ethical Long View and, at the same time, positioned participants as co‐constructors of the ethical theory. This research draws on the tools of both applied philosophy and social science, but it belongs exclusively to neither.
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