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

Boaz Tsabar*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


The 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.

Original languageAmerican English
Pages (from-to)84-101
Number of pages18
JournalEthics and Education
Issue number1
StatePublished - 2 Jan 2019

Bibliographical note

Publisher Copyright:
© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.


  • Martin Buber Philosophy
  • Pedagogical Tutoring
  • Teacher training
  • dialogical teaching
  • ethical dilemmas in education


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