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Among the twelve codes of ethics covering teachers’ work at the provincial and territorial levels in Canada, for example, only one code, Ontario’s, fits the description of an aspirational code (Maxwell & Schwimmer, 2016a). Roughly the same balance of regulatory to aspirational codes can be found in codes of teacher ethics in Australia ...
Keywords: ethics, teacher, education, decision making, case analysis, narrative 1. Introduction 1.1 Introduce the Problem Many of the concerns confronting teachers in U.S. public schools today, indeed around the globe, require ethical decision making. Teachers may experience tensions between personal beliefs, professional codes of conduct, and
teachers to resolve ethical issues that arise in their day-to-day profes-sional lives. Many provide a conceptual foundation on which teachers might build their own problem-solving content. For example, Shapiro and Gross (2008) and Shapiro and Stefkovich (2011) present what they call a Multiple Ethical Paradigm Framework taken from the ethic of ...
This article considers the value of adopting a code of professional ethics for teachers. After having underlined how a code of ethics stands to benefits a community of educators--namely, by providing a mechanism for regulating autonomy and promoting a shared professional ethic--the article examines the principal arguments against codes of ethics.
The major finding regarding the personalization of an ethical code is explored. The final section suggests a model for explaining how teachers operate ethically on a day to day basis. The analysis assesses the relative perceived weight attributed to various sources of ethical conduct. (Author)
Codes of Ethics in Australian Education: Towards a National Perspective. Daniella J. Forster University of Newcastle. Abstract: Teachers have a dual moral responsibility as both values educators and moral agents representing the integrity of the profession. Codes of ethics and conduct in teaching articulate shared professional values and aim to ...
The authors examined the dimensions that underlie teachers' judgments about ethical versus unethical behaviors. 593 educators and teachers in training were administered a 41 item survey. For each item, respondents rated the extent to which they believed the behavior (a) occurred frequently and (b) represented a serious violation of professional ...
Campbell (2003a) defined teachers' professional ethics as the teachers' awareness of good and struggle against abuse in their daily activities or practices individually or as a professional group member. According to Frick (2011), ethics can be addressed within schools' justice, care, and criticism.