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26 - Philosophical Reflections on Ethics in Teaching and Teacher Education

from Part II - Ethics and Education in Practice

Published online by Cambridge University Press:  07 March 2024

By
Janet Orchard
Edited by
Sheron Fraser-Burgess ,
Jessica Heybach  and
Dini Metro-Roland
Sheron Fraser-Burgess
Affiliation:
Ball State University, Indiana
Jessica Heybach
Affiliation:
Florida International University
Dini Metro-Roland
Affiliation:
Western Michigan University
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Summary

What kind(s) of thinking and doing should inform how teachers might lead (working) lives that are “ethical,” and how should this translate to preservice teacher education? Two broad schools of thought are identified: teaching as an inherently “‘moral” endeavor, driven by “values” and requiring an educational approach to teacher formation; and teaching as a “profession” requiring formation following models of executive education found in other vocations, particularly medicine. After reviewing these two perspectives, consideration is given to programs that might best address these aims, assuming this is needed beyond learning on the job. The chapter concludes by identifying promising practices, established and emerging practices, across both moral and professional understandings, arguing that in each case these need to be adapted and developed to meet the needs of teachers more equally across a diverse range of cultural contexts.

Keywords

ethicsmoralprofessionalteachingteacher education
Type
Chapter
Information
The Cambridge Handbook of Ethics and Education , pp. 544 - 570
Publisher: Cambridge University Press
Print publication year: 2024

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