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Educators rarely face litigation for failing to perform what is arguably the most central and important aspect of their job: teaching. However, educational malpractice lawsuits have been pursued by those who allege having been failed by the system. The ultimate goal of these suits involves relieffor damages sustained. At present, courts have been reluctant or unwilling to entertain cases of educational malpractice. This article explores the nature ofmalpractice from the perspective of the teacher. Thus, the focus is placed on "educator" as opposed to "educational" malpractice. Ultimately, it is argued that various factors suggest that now is not the time for courts to grant wide access to those wishing to pursue malpractice suits against teachers.
Les éducateurs sont rarement poursuivis en justice pour avoir omis d'accomplir ce qui est sans doute l'aspect le plus central et le plus important de leur travail: l'enseignement. Cependant, des poursuites pour faute professionnelle dans le domaine de l'éducation ont été intentées par ceux qui alleguent que le systeme a échoué. L'objectif ultime de ces poursuites est d'alléger les dommages subis. a l'heure actuelle, les tribunaux hésitent ou ne sont pas disposes a connaître des affaires de faute professionnelle en matiére d'éducation. Cet article explore la nature de la faute professionnelle du point de vue de l'enseignant. Ainsi, l'accent est mis sur "l'éducateur" par opposition a la faute professionnelle "educative". En fin de compte, on soutient que divers facteurs donnent a penser que le moment n'est pas venu pour les tribunaux d'accorder un large accés a ceux qui souhaitent engager des poursuites pour faute professionnelle contre les enseignants.
1.INTRODUCTION
During a recent holiday, I had the opportunity to return to my hometown to visit family and friends. It was a wonderful opportunity to reconnect with old classmates, many of whom I had not seen for several years. As we reminisced, our conversation shifted to the teachers from our elementary-, middle-, and high-school days. Besides addressing such things as teaching styles, wardrobe choices, and personal idiosyncrasies, much of the discussion regarding our former educators focused on what we perceived as their pedagogical effectiveness. It was interesting that, as we compared notes, there was widespread agreement about the ability and competency of certain teachers, yet when speaking about other individuals, some...