Professional ethics

Professional ethical practice was likened to a code of practice (MCEETYA, 2003) and code of conduct or ethics (Forster, 2012). E. Campbell (1997) alleged that declining moral standards in society had found their way into schools, which had become ‘values-neutral’ (p. 255), in turn filtering down to teacher education courses. She described professional ethics as the moral and ethical complexities of the teacher’s role, and the ethical decisions and actions they must make as they go about their work. These actions, unintentional or deliberate, can indirectly or directly influence their

students, and as such, Campbell argues that they must be retained and elevated in teacher education and practice. Boon (2011) further endorsed this view, contending that because ‘education aims to change people in particular ways and uses methods which involve close, personal, hierarchical relationships, teaching is an occupation where ethical issues are central’ (p 79). Further support for the teaching of ethics in pre-service teacher education has recently been included in the National Framework for Values Education in Australian Schools, and pre-service teachers are required to teach values and morals (ACARA, 2013; Australia, 2005). Additionally, an ethics curriculum will also assist pre-service teachers in reflecting on their own beliefs and practices as they come to terms with the increasingly diverse student population.

Joseph (2010) conceptualised the moral nature of teaching when she taught a teacher education unit entitled ‘The Moral Classroom’. She sought to develop pre- service and in-service teachers’ understanding and preparedness to deal with the ethical dimensions of their work. This involved moral imagination, which effectively allowed people to think creatively and evaluate realistic teaching scenarios. Thus, Joseph described five elements of moral imagination that she believed highlight the nature of teachers’ work and their practice. The five elements were described as perception, rationality, reflection, emotion and caring for self. Perception was described as ‘the ability to be sensitive to others’ (p. 17) and being able to see a student as an individual. Rationality was how we ‘critically, creatively and sensitively…understand the issues and problems at stake’ (p. 17). Reflection was the critical appraisal of our own worldviews, and how these might be similar or different to others’. Emotion was the fourth element, relating to how we connect with others and want to nurture or advocate for them. Finally, care for self describes self-fulfilment, satisfaction with the state of play and hope. Joseph concluded that moral imagination ‘encourage[s] teachers to articulate issues stemming from their own concerns as practitioners and as individuals

to perceive the moral possibilities of their work, the ambiguities in their interactions with children and adolescents and their own uncertainties as human beings’ (p. 18).

Boon (2011) studied the ethical understandings of pre-service and in-service teachers by documenting ethical dilemmas faced by the teachers in the workplace, examining ethical modules in units of a Bachelor of Education programme and

conducting a survey to discover pre-service teachers’ perceptions of training in ethics. A major finding of Boon’s study was the lack of overt ethics intervention in the education course, which meant that pre-service teachers were less prepared to teach ethics and behave appropriately, but also less confident in challenging unethical or unprofessional behaviour. Hence, pre-service teachers who were not taught ethical understandings and had not critically challenged their own understandings, bias or discrimination were more likely to conform with practices espoused by others rather than challenge. In terms of pre-service teachers’ understanding of ethics, Boon found they had simple and

practical views that ethics were an ethos, to do with professional standards and based on religious values. Boon concluded that ethics needed to be taught more overtly,

integrated into professional standards, included in reflective practices and be a stand- alone subject (Boon, 2011; Forster, 2012).

Another study involved 136 pre-service teachers in their final year at a regional university (Chapman, Forster, & Buchanan, 2013). The pre-service teachers had completed their final professional practice and an ethics course. The data was collected from peer facilitated group discussion, using a ‘community of inquiry’ methodology. The discussions consisted of an ‘inner’ and ‘outer’ circle. The inner circle discussed a hypothetical school dilemma, while the outer circle observed, asked questions and commented on the discussion points. Data analysis of the transcribed discussions took place using the same five categories from the study by Joseph (2010). Chapman et al. found that perceptions were used most frequently, followed by rationality and

reflection, with caring for self and emotion used least. However, the most interesting aspect of their study was the tendency of pre-service teachers to try to solve the hypothetical dilemma before they considered any ethical considerations. Two other interesting patterns emerged that did not fit Joseph’s five categories. One involved the power dynamics between mentor teachers and pre-service teachers, whereby the pre- service teacher was not able to address an issue they found uncomfortable because of a perceived effect on their marks. A second pattern was the group process, where pre- service teachers noted points made by others in critical and reflective ways. Chapman et al. concluded that moral imagination was a useful framework for examining ethical tensions resulting from pre-service teachers’ internships, and a valid way of introducing ethical dilemmas that are realistic and needs based.

In the study by Kildan et al. (2013) professional ethics were described as personal and professional values and professional development. In their study, pre- service teachers felt most competent about this dimension. Hence, the significance of ethics to my study is the need to identify what pre-service teachers understand about their ethical perceptions of others, the degree to which they can rationalise problems, reflect, and advocate for themselves, their students and others. Additionally, pre-service teachers will be asked to rank their confidence in ethics.