Graduate studies at Western
Journal of Moral Education 22 (3):277-296 (1993)
|Abstract||The rationale, research background and concept of this study on the forms and dimensions of teachers? professional ethics are presented. Questions of particular interest are: Which ethical dimensions with respect to central fields of action are teachers most aware of? To what extent does the importance they attach to these dimensions vary? To what degree does consensus exist among teachers? Are there differences in the form of ethics between schools, and what factors affect these differences? An answer is first attempted on the basis of interviews conducted with teachers from five secondary schools with respect to four fields of action. By using case studies, the directions of ethical viewpoints are identified and the extent of consensus is determined. Research concepts, methodological procedures and important results are presented. In conclusion, the significance of the findings for the development of teachers? ethical awareness is explained and some consequences for co?operation in schools, for school directors and their training, for teacher training and in?service training are recommended. The suggestions serve to develop the culture of a school, which must be realised and maintained by the daily interaction of teachers, in order to increase its educational effectiveness|
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