Professional Ethics Education for Future Teachers: A Narrative Review of the Scholarly Writings

Autor/inn/en	Maxwell, Bruce; Schwimmer, Marina
Titel	Professional Ethics Education for Future Teachers: A Narrative Review of the Scholarly Writings
Quelle	In: Journal of Moral Education, 45 (2016) 3, S.354-371 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
DOI	10.1080/03057240.2016.1204271
Schlagwörter	Ethics; Ethical Instruction; Teacher Education Curriculum; Role; Educational Objectives; Books; Teaching Methods; Learning Strategies; Futures (of Society); Surveys; Barriers; Preservice Teacher Education; Literature Reviews; Search Strategies + Suchen Sie Ihr Suchwort? Ethik; Ethics instruction; Teaching of ethics; Ethikunterricht; Rollen; Educational objective; Bildungsziel; Erziehungsziel; Book; Buch; Monographie; Monografie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Future; Society; Zukunft; Survey; Umfrage; Befragung; Lehramtsstudiengang; Lehrerausbildung; Suchstrategie
Abstract	This article provides a narrative review of the scholarly writings on professional ethics education for future teachers. Against the background of a widespread belief among scholars working in this area that longstanding and sustained research and reflection on the ethics of teaching have had little impact on the teacher education curriculum, the article takes stock of the field by synthesizing viewpoints on key aspects of teaching ethics to teacher candidates--the role ethics plays in teacher education, the primary objectives of ethics education for teachers, recommended teaching and learning strategies, and challenges to introducing ethics curriculum--and maps out how opinions on these matters have evolved over the three decades since the initial publication of Strike and Soltis' seminal book, "The Ethics of Teaching." In light of the review's results, the article identifies critical deficits in this literature and proposes a set of recommendations for future inquiry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01