Faculty Mentor

Dr. Brooks Applegate

Department

Educational Leadership, Research and Technology

Presentation Date

4-11-2014

Document Type

Poster

Abstract

Introduction

Teachers have great responsibilities both inside and beyond the classroom. To exercise those responsibilities, they need mastery of ethical knowledge and decision-making skills (Fenstermacher, 1990). Ethical knowledge, or knowledge that enables someone to examine the foundations of ‘right’ and ‘wrong’, is not culturally bound and refers to the principles applicable to diverse perspectives and interests (Ragbir Kaur, 2012). In Malaysia, the Teacher Codes of Ethics (TCEs) comprise statements articulating teacher accountability to four types of stakeholders, ie., students, parents, self, colleagues and the teaching profession. It is an ethical declaration to regulate and monitor teacher’s specific obligation to stakeholders when performing professional duties (Noriati, Boon Pong Ying & Wong Kiet Wah, 2012). Nonetheless, despite the TCEs is being taught in the teacher preparation programs, there is evidence that some pre-service teachers fail to attribute importance or value to the Code. Given the importance of the TCEs, measures ought to be taken to investigate the outcomes of the TCEs curricula for pre-service teachers. The two research questions were as follows:

  1. What knowledge about the Teacher Codes of Ethics is acquired by pre-service teachers?
  2. Are pre-service teachers justifying ethical conduct by utilizing their knowledg of the Teacher Codes of Ethics?


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