Codes of Professional Conduct and Ethics Education for Future Teachers

Autor/in	Maxwell, Bruce
Titel	Codes of Professional Conduct and Ethics Education for Future Teachers
Quelle	In: Philosophical Inquiry in Education, 24 (2017) 4, S.323-347 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2369-8659
Schlagwörter	Ethics; Ethical Instruction; Standards; Metacognition; Teacher Role; Teaching Methods; Professional Recognition; Moral Values; Educational Research; Foreign Countries; Surveys; Teacher Attitudes; College Faculty; Teacher Educators; Administrator Attitudes; Preservice Teacher Education; Cross Cultural Studies; Qualitative Research; Canada; United States; United Kingdom (England); Netherlands; Australia + Suchen Sie Ihr Suchwort? Ethik; Ethics instruction; Teaching of ethics; Ethikunterricht; Standard; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Moral value; Ethischer Wert; Bildungsforschung; Pädagogische Forschung; Ausland; Survey; Umfrage; Befragung; Lehrerverhalten; Fakultät; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehramtsstudiengang; Cultural comparison; Kulturvergleich; Qualitative Forschung; Kanada; USA; Niederlande; Australien
Abstract	This paper argues that the way future teachers are being initiated into the ethical dimensions of their future profession is largely out of step with the movement to professionalize teaching. After recalling the role that codes of professional conduct play in the ecology of professional self-regulation, and arguing that familiarizing students with their local code of ethics should be considered as the bare minimum of an adequate ethics education for professionals, the paper presents research findings indicating that education students are not leaving colleges and universities with a clear understanding of what is expected of them by society, their peers and the profession. The paper concludes with three suggestions about how to begin bringing ethics education for teachers more into line with teaching's aspiration to professional status. (As Provided).
Anmerkungen	Canadian Philosophy of Education Society. S-FG 6310 Faubourg Ste-Catherine Building, 1610 St. Catherine West, Montreal, Quebec, Canada, H4B 1R6. Tel: 514-758-7813; Web site: http://journals.sfu.ca/pie/index.php/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01