Campbell_Professional Ethics in Teaching

Abstract

• Discusses the development of a professional code of ethics for teachers.

• Assumptions:

  • Increased awareness of ethical responsibilities is essential for professionalism and improved practice.

  • A code of ethics contributes positively to the examination of ethics in teaching, despite its limitations.

• Introduces six key issues for developing a code of professional ethics, primarily contextualized within the Ontario College of Teachers.

Introduction

• Importance of a code of ethics in any profession, including teaching.

• Historical perspective: The Ontario Minister of Education (1915) emphasized the lack of a code for teachers compared to other professionals.

• Ongoing debates surround the practicality and symbolic value of ethical codes in education.

• Contemporary educators show mixed support regarding the usefulness of ethical codes.

The Ontario Context

• The Ontario College of Teachers Act (1996):

  • Established the College to ensure accountability to students and the public.

  • Responsibilities include:

    1. Regulation for professional misconduct

    2. Standards of practice

    3. Development of a code of ethics

• Illustrates the commitment to self-regulation through a regulation defining professional misconduct, leading to disciplinary hearings and potential revocation of teaching certificates.

• Development of Standards of Practice reflecting core values of Ontario teachers.

• The need for a separate code of ethics that complements the Standards of Practice.

Key Issues and Questions for Developing a Professional Code

• Complexity of ethical discussions in the profession:

  • Whose values? Distinction between objective principles and value relativism impacts professional practice.

  • Greater need to confront objections of ethical subjectivism and relativism.

  • Ethical principles are essential and must transcend subjective interpretations; honesty, care, and justice are core values.

Ethical Value Perspectives

• Positive vs. Negative approaches to ethics:

  • Positive approaches focus on what ethical teachers must do (beneficence).

  • Negative approaches focus on what they must not do (non-maleficence).

• Effective ethical codes might combine both perspectives to guide behavior, avoiding contradictions in duties.

Purpose of an Ethical Code

• Clarifying the motivation behind developing ethical codes.

• Two central purposes identified:

  1. Public accountability and a framework for disciplinary actions.

  2. Resource and guide for teachers facing ethical dilemmas in practice.

Relationships and Conflicts

• Multiple relationships teachers navigate:

  1. Students

  2. Other teachers/colleagues

  3. School administrators

  4. Board/district/Ministry of Education

  5. Parents/community

  6. Self

• Acknowledges potential conflicts among these relationships that ethical codes need to recognize and address.

Ethical Dilemmas in Teaching

• Ethical dilemmas arise when there is a conflict among obligations in relationships.

• Examples of dilemmas:

  • Witnessing colleague misconduct.

  • Pressure to inflate grades.

  • Conflicting interests with school policy.

• Teaching as inherently ethical, navigating complex decisions about right and wrong.

Challenges in Application

• Difficulty in translating theoretical ethical codes into practical applications.

• Lack of recognition of the gap between abstract principles and concrete situations.

• Importance of grounding the development of ethics in actual teaching practices to aid implementation.

Conclusion

• Ethical codes can support teachers in establishing professional standards and navigating ethical complexities.

• The relationship between theory and practice is crucial for effective application of ethical principles.

• Suggests a consultative process for developing a robust and practical code of ethics to enhance the teaching profession.

• Calls for further exploration of ethical principles and their application in educational contexts.