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

Abstract

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.

Teacher Ethics Training for Learners With Special Educational Needs

“…Training institutions that lead training in teacher education programmes in countries such as Canada, the United States, Australia, England, and the Netherlands, aim to provide pre-service teachers with the knowledge, expertise, and dispositions to make ethically responsible decisions in professional practice (Walters, Heilbronn, & Daly, 2018;Maxwell & Schwimmer, 2016;). However, there is a lack of consensus regarding those skills and dispositions that are most fundamental to attaining responsible ethical decision-making.…”

“…However, there is a lack of consensus regarding those skills and dispositions that are most fundamental to attaining responsible ethical decision-making. Despite the expanding international literature on the ethical dimensions of teaching, limited information exists on the content of ethics education programmes, with even less data on the outcomes of these ethics education programmes (Boon & Maxwell, 2016;Walters et al, 2018).…”

Ethical values of teachers: Differentiation according to regular physical activity

“…Although ethics education is a prerequisite for many professions around the world, teacher ethics education has been given less importance or often neglected altogether (Abiogu et al, 2022;Burakgazi et al, 2020). With the realization of this situation in England, ethics courses were added to the teacher training fields of universities (Walters et al, 2018). It has been a pleasing development that HEI has increased the number of business ethics and professional ethics courses in universities to prevent unethical behaviors in Turkey (Özbek et al, 2013).…”

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

“…Le sondage, qui a fait l'objet d'un test pilote avant son envoi, comportait quatre sections totalisant 16 questions, dont six questions ouvertes, quatre questions oui/non et six questions à choix multiples. Les questions du sondage ont été élaborées sur la base du questionnaire utilisé dans les travaux initiaux de Walter, Heilbronn et Daly [14], de l'étude de Burkemper et ses collaborateurs [11], et de l'étude de Hudon et ses collaborateurs [10]. Les six questions ouvertes avaient pour but de connaître : 1) la fonction des répondants au sein des programmes en orthophonie, 2) l'importance relative accordée à l'enseignement de l'éthique professionnelle, 3) le nombre de cours qui abordent l'éthique professionnelle et 4) certaines informations relatives à ces cours, soit : a) le nom du cours, b) le sigle du cours, c) le nombre d'heures total du cours, d) le statut du cours et e) l'estimation du pourcentage (%) relié à l'enseignement de l'éthique professionnelle.…”