Moral Ethnical Issues in Teacher Education

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Moral Ethnical Issues in Teacher Education
Khalilah Wallace
Article #1
Watson

Introduction
Indeed, education is an ongoing process. We are always receiving and passing it on, adding something in the process, sometimes even taking certain things, impertinent from time to time, away from it while passing it on further. However, the industry of education is a serious one, requiring well-defined ethics and values, well-bound in visible legal outlines to regulate its exchange and distribution. Teachers historically have been expected to maintain a high level of moral and ethical behavior. As of 2002 the National Council for Accreditation of Teacher Education (NCATE) requires professional ethics to be addressed as part of the teacher accreditation process. A teacher’s first moral obligation is to provide excellent instruction. Teachers with a high level of moral professionalism have a deep obligation to help students learn. According to Wynne, teachers with that sense of obligation demonstrate their moral professionalism by coming to work regularly and on time; being well informed about their students-matter; planning and conducting classes with care; regularly reviewing and updating instructional practices; cooperating with, or if necessary, confronting parents of underachieving students; and tactfully, but firmly criticizing unsatisfactory school policies and proposing constructive improvement. Professional teachers must keep their behavior moral and ethical both in and out of the classroom. The rise in use of social media adds a new context in which teachers must maintain a professional level of behavior. There are four identified components of moral maturity that can be considered by teachers when using social media and other electronic communication. A program of ethnical education development for dental professionals at the University of Minnesota more than 25 years ago is finding adaptations to other professional training programs, including the training...
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