A Five-Country Survey on Ethics Education in Preservice Teaching Programs

Maxwell, Bruce; Tremblay-Laprise, Audrée-Anne; Filion, Marianne; Boon, Helen; Daly, Caroline; Hoven, Mariëtte van den; Heilbronn, Ruth; Lenselink, Myrthe; Walters, Sue

doi:10.1177/0022487115624490

Cited by 50 publications

(22 citation statements)

References 37 publications

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“…Cette dernière section a pour objectif de discuter d'une limite importante de la présente étude, soit le faible taux de réponse obtenu au sondage (3/11, 27%) qui rend les résultats obtenus dans la présente étude peu généralisables à l'ensemble des programmes canadiens en orthophonie. Ce taux de participation est effectivement moindre que celui de 53,4% obtenu dans une étude comparable effectuée dans les domaines de la physiothérapie et de l'ergothérapie [15], mais supérieur au taux de participation de 10% obtenu dans une autre étude similaire effectuée dans 5 pays dans le domaine de la formation initiale des enseignants [19].…”

Section: Forces Et Limites De L'étudeunclassified

La place de l’éthique professionnelle dans les programmes d’orthophonie au Canada

Caty

Lessard²,

Robertson³

2019

bioethics

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Professional ethics is an important skill for professionals who work in the area of health. For speech-language pathologists specifically, the constant widening of the field of practice and the increasing complexity of the needs of the aging population expose professionals to more ethical questioning. Yet, the scientific literature demonstrates that speech-language pathologists do not feel properly prepared to solve ethical issues. The main objective of this study was to examine the situation of ethics training in all Canadian programs that offer speech language pathology training. In order to meet this objective, a survey was sent to the directors of the eleven Canadian university programs in speech-language pathology. Three programs responded to the survey. The main results obtained suggest that professional ethics is a subject taught within different courses in Canadian university speech-language programs. Nevertheless, the percentage dedicated to ethics inside the courses is low and difficult to clearly estimate. These results shed light on the quantity and quality of professional ethics courses offered in the various Canadian speech-language programs, as well as on the teaching methods used.

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Section: Forces Et Limites De L'étudeunclassified

La place de l’éthique professionnelle dans les programmes d’orthophonie au Canada

Caty

Lessard²,

Robertson³

2019

bioethics

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“…Hansen 1995, Carr 2000, Campbell 2003, Papastephanou 2006, Warnick and Silverman, 2011, little specific information exists about where it appears in teacher education. Where such information is available, the English context is significant in having the lowest prevalence of ethics instruction in a survey of five international jurisdictions (Maxwell et al 2016). Yet teaching is fundamentally a moral endeavour and teachers generally manifest a strong vocational commitment to being good teachers (Estola 2003, Campbell 2008, Higgins 2010).…”

Section: Ethics In Professional Formationmentioning

confidence: 99%

“…This article reports on research exploring how ethics education is provided in university courses of initial teacher education (ITE) in England. The research builds on an international comparative survey of five OECD countries -Canada, the United States, Australia, England and the Netherlands (Maxwell et al 2016) on the prevalence and nature of professional ethics education in pre-service teacher preparation. This was in the context of efforts to align teacher education with broader trends in professional education, for example where ethics programmes had been introduced and come to have a high prominence and visibility as standalone modules and programmes within professional education curriculum (Eckles et al 2005, Russell 2006, Boon 2011 and where teacher education was perceived to have been by-passed in this move to provide high class ethics education in professional training (Glanzer andReam 2007, Warnick andSilverman 2011).…”

Section: Introductionmentioning

confidence: 99%

“…The survey data were collected using Survey Monkey and the survey was administered in England through the Universities' Council for the Education of Teachers (UCET). The survey findings are reported in Maxwell et al, (2016). Results for England showed that some teacher educators agreed in principle about the importance of ethics in pre-service teacher education but reported having little time to engage with ethical issues, apart from responding to those directly arising in the course of dealing with pedagogical matters, such as gender issues or special educational needs.…”

Section: Introductionmentioning

confidence: 99%

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Ethics education in initial teacher education: pre-service provision in England

Walters¹,

Heilbronn²,

Daly³

2017

Professional Development in Education

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Ethics education exists in most professions internationally, yet is less prevalent in teacher education. The paper reports on research that explores how ethics education is provided in university courses of initial teacher education (ITE) in England, and was conducted as the second phase of an international survey study that considered the prevalence of ethics education in teacher education in five countries. Participants from the initial survey, all involved in the delivery of ITE programmes in English universities were interviewed for this second phase of the research. Our key findings are that ethics is not offered as a standalone course in any institution, but is embedded in various ways within the curriculum. Ethics education is diffused among different areas of the curriculum and the activities used to develop ethical understanding are diverse. Barriers to providing ethical education include student resistance, lack of time, the complex nature of the provision and external demands.

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“…As such, there are ethical codes which regulate psychologists (BPS 2009), lawyers (The Law Society 2015) and nurses (Goldsmith 2011). In relation to teaching, literature on its ethical and moral dimensions began to appear in the 1980s (Maxwell et al 2016) and it is emphasised that educators are 'role models' (Lunenberg et al 2007).…”

Section: Introductionmentioning

confidence: 99%

Strengthening Ethics: A Faith Perspective on Educational Research

Mogra

2017

J Acad Ethics

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This article discusses ethical guidelines from the viewpoint of the teachings of Islam and, although not ostensibly different, finds parallels in the manner in which ethics could be conceptualised in the context of research in education. It seeks an alignment between ethics from the perspective of being a professional engaged in educational research with a personal significance based on one's belief, which takes a holistic notion of life. The aims of being ethical researchers seem to be shared in many ways: protection, honesty and integrity. However, there is an added dimension of being accountable to God. The article first locates research within the wider context of Higher Education. Thereafter, to facilitate an understanding of ethics, as viewed from the framework of the Qur'ān, it proceeds to consider the ethical requirements of a university in the West Midlands, England, as a case study to examine the congruence, if any, with some of the ethical teachings of Islam. Based on the preliminary research, this article argues that Muslim researchers in education should be cognisant that their responsibilities are wider. Firstly, they are stewards meaning that the care and well-being of others comes first. Stewardship is both a Biblical and Qur'ānic concept meaning to be guardians. Secondly, by conducting their research in ethical ways, it will mean that they will be performing good deeds. These are meritorious actions rewarded by God. It also clarifies to supervisors and ethics review committees the key principles which might inform the thinking of some researchers from the Muslim community and how their motivations would be ethical.

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A Five-Country Survey on Ethics Education in Preservice Teaching Programs

Cited by 50 publications

References 37 publications

La place de l’éthique professionnelle dans les programmes d’orthophonie au Canada

La place de l’éthique professionnelle dans les programmes d’orthophonie au Canada

Ethics education in initial teacher education: pre-service provision in England

Strengthening Ethics: A Faith Perspective on Educational Research

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