TY - JOUR
T1 - A Five-Country Survey on Ethics Education in Preservice Teaching Programs
AU - Maxwell, Bruce
AU - Tremblay-Laprise, Audrée-Anne
AU - Filion, Marianne
AU - Boon, Helen
AU - Daly, Caroline
AU - van den Hoven, Mariette
AU - Heilbronn, Ruth
AU - Lenselink, Myrthe
AU - Walters, Sue
PY - 2016/3/1
Y1 - 2016/3/1
N2 - Despite a broad consensus on the ethical dimensions of the teaching profession, and long-standing efforts to align teacher education with wider trends in professional education, little is known about how teacher candidates are being prepared to face the ethical challenges of contemporary teaching. This article presents the results of an international survey on ethics content and curriculum in initial teacher education (ITE). Involving five Organisation for Economic Co-Operation and Development (OECD) countries—the United States, England, Canada, Australia, and the Netherlands—the study’s findings shed light on teacher educators’ perspectives on the contribution of ethics content to the education of future teachers and provide a snapshot of how well existing programs line up with their aspirations. The results showed that 24% of the ITE programs surveyed contain at least one mandatory stand-alone ethics course. The meaning of the results vis-à-vis opportunities for expanding ethics education in preservice teaching programs is also discussed.
AB - Despite a broad consensus on the ethical dimensions of the teaching profession, and long-standing efforts to align teacher education with wider trends in professional education, little is known about how teacher candidates are being prepared to face the ethical challenges of contemporary teaching. This article presents the results of an international survey on ethics content and curriculum in initial teacher education (ITE). Involving five Organisation for Economic Co-Operation and Development (OECD) countries—the United States, England, Canada, Australia, and the Netherlands—the study’s findings shed light on teacher educators’ perspectives on the contribution of ethics content to the education of future teachers and provide a snapshot of how well existing programs line up with their aspirations. The results showed that 24% of the ITE programs surveyed contain at least one mandatory stand-alone ethics course. The meaning of the results vis-à-vis opportunities for expanding ethics education in preservice teaching programs is also discussed.
UR - https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=84958060593&origin=inward
U2 - https://doi.org/10.1177/0022487115624490
DO - https://doi.org/10.1177/0022487115624490
M3 - Article
SN - 0022-4871
VL - 67
SP - 135
EP - 151
JO - Journal of Teacher Education
JF - Journal of Teacher Education
IS - 2
ER -