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Australian Journal of Teacher Education

Australian Journal of Teacher Education

Abstract

Though moral aspects of English language teaching (ELT) have recently attracted much attention, moral dilemmas teachers encounter have not been given the sustained attention they deserve. The present study was conducted to document the types and frequencies of moral dilemmas ELT instructors face and the likely differences between the pattern of moral dilemmas experienced and less experienced, male and female ELT practitioners deal with. Forty teachers participated in stimulated recall and focus group interviews. Results showed that teachers are mainly concerned with dilemmas raised from Rules and Regulations. Experience was found to affect both the order and the frequency of the dilemmas teachers faced in different groups. Gender, however, did not result in significant changes in the pattern of moral dilemmas experienced by participants.

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