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Twelve Personal, professional and interprofessional ethics in policing in a child protection context
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Introduction Introduction
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The Conceptual Framework The Conceptual Framework
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Ethical Dimensions in Teacher Education in Finland Ethical Dimensions in Teacher Education in Finland
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Ethical Dimensions of Teacher Education in England Ethical Dimensions of Teacher Education in England
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A Suggested Framework for Developing Ethics in Education A Suggested Framework for Developing Ethics in Education
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Conclusion Conclusion
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Reference Reference
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Fourteen Framing the professional and interprofessional ethical landscape in education: Finnish and English perspectives on teachers' moral selves
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Published:March 2014
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Abstract
The focus of this chapter is the interrelationship of personal and professional ethics in education, and the effect of differing social-political contexts on the development of the ‘moral self’ of teachers. The authors do this through a case study which compares practices in teacher education in Finland and in England within a conceptual framework provided by the application of Bourdieu's (1990) concepts of ‘habitus’ and ‘field’ to Rest's (1986) four dimensions of moral development- moral sensitivity, moral judgement and moral motivation leading to moral character. The movement of initial teacher education out of universities into schools is identified as a factor impeding the development of moral character in English student teachers. The authors’ personal reflections indicated that a way forward may be in moving away from a focus on government imposed accountability towards individual and collective responsibility as in Finland. The chapter concludes with a synthesis of reflections presented as a framework for considering teacher identity as moral self to support realignment.
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