The profession of a teacher always has a double ethical dimension. On the one hand, as a transmitter of knowledge he is responsible for an adequate instruction of the subjects taught by himself. On the other hand, as an educator, he has to guide his students towards a life based on ethical and moral values and personal responsibility. In a few words, he has to nurture both their intellectual growth and the growth of their character. Whereas many countries have taken the importance of the educational task into consideration by including ethics in teacher training courses, the ethical dimension of a teacher’s profession is still neglected in Germany where the focus is put on the methods of subject teaching. As a result, new teachers are unprepared to handle situations which require ethical judgement and often feel helpless when they have to take ethical decisions.
So, the purpose of this report is to highlight the importance of including ethics in teacher training courses in order to show German professionals, who are responsible for teacher education, how an implementation of ethics in teacher training curricula can improve the quality of teaching and help teachers to fulfill their role as educators.
As a first step, the meaning of ethics in education derived from a general definition of ethics is explained. Then, based on the results of a survey, the needs of novice teachers for an instruction in ethics are illustrated. Finally, three of the main ethical topics which are relevant for teachers are described.
Table of Contents
1. Introduction
2. Definition of ethics
3. Ethics in teaching
3.1 Reasons for including ethics in teacher training courses
3.1.1 Responsibility
3.1.2. The teacher as a role model
3.1.3. Ethical dilemmas
4. Conclusion
Objectives and Research Themes
The report aims to advocate for the integration of ethics into German teacher training curricula, arguing that current programs focus disproportionately on subject methodology while neglecting the essential moral and educational dimensions of the teaching profession.
- The inherent ethical responsibility of educators beyond knowledge transmission.
- The identification of critical ethical dilemmas in everyday classroom practice.
- The role of the teacher as a moral role model for students.
- The need for systematic ethical training to support novice teachers.
- The impact of professional conduct on student well-being and development.
Excerpt from the Book
3.1.1 Responsibility
Responsibility is a term which covers a wide field of attitudes and behaviors in teaching processes. More and more countries have established codes of responsibility, for example the Connecticut Code of Professional Responsibility for Teachers or the Professional Responsibilities prescribed by the educational department of NSW in order to highlight the teachers duty towards their profession and their students. In Germany, however, a similar codification does not appear anywhere, although an adequate consideration of this topic in preparation courses could increase the sensitivity of teachers for responsible and ethical behavior.
Furthermore, as teachers are endowed with considerable power, it is indispensable that they become and stay aware of the enormous responsibility which is combined with this power and that they avoid taking advantage of their power relationship with students.
A teacher’s responsibility covers two areas. On the one hand, he is responsible for the learning process of his students. This includes content knowledge and a conscientious preparation with up-to-date information (HIll IV & Zinsmeister 2012). Furthermore, a permanent and critical evaluation of the teaching process in accordance with the goals that are to achieve is essential.
Moreover, the responsibility for guiding students towards independent and critical thinking demands that the teaching process is open and encourage a free from indoctrination.
Beside the content knowledge, the teacher is responsible for the welfare and emotional growth of his students. It is essential that a teacher respect the dignity of his students (Hill IV & ZInsmeister 2012). This essential rule includes that a teacher is conscious of how his words or comments can influence a student’s self-perception (Mullamma 2009). Ethical training is an effective method to increase a teacher’s sensitivity of the effects of his words and behavior.
Summary of Chapters
1. Introduction: Highlights the deficiency in German teacher training regarding moral matters and introduces the necessity of ethical awareness.
2. Definition of ethics: Provides a general definition of ethics as moral principles and discusses its application to professions through codes of conduct.
3. Ethics in teaching: Discusses the dual responsibility of teachers in knowledge transmission and character development.
3.1 Reasons for including ethics in teacher training courses: Presents evidence regarding the high need for ethical discussion and the insecurity of novice teachers.
3.1.1 Responsibility: Examines the teacher’s duty to manage power dynamics and ensure student welfare.
3.1.2. The teacher as a role model: Analyzes the teacher's obligation to model integrity, honesty, and moral virtues.
3.1.3. Ethical dilemmas: Addresses the complexity of resolving ethical conflicts and the value of case study analysis.
4. Conclusion: Summarizes that while no single rule solves all issues, ethical sensitivity and reflection are vital for professional practice.
Keywords
Ethics, Teacher Training, Germany, Education, Professional Responsibility, Ethical Dilemmas, Role Model, Moral Development, Pedagogy, Teacher Education, Classroom Ethics, Student Welfare, Ethical Sensitivity.
Frequently Asked Questions
What is the primary focus of this work?
The work explores the critical need to include ethics in German teacher training programs to better prepare educators for the moral complexities of their profession.
What are the core themes of the study?
The core themes include teacher responsibility, the teacher as a role model, navigating ethical dilemmas, and the impact of teacher behavior on student development.
What is the ultimate goal of the report?
The goal is to demonstrate to those responsible for teacher education that implementing ethical training will improve teaching quality and assist teachers in fulfilling their roles as moral educators.
Which methodology does the author use?
The author uses a literature-based analysis and references survey results (such as studies from Australia) to justify the need for ethical instruction in teacher training.
What does the main body address?
The main body examines the definition of ethics, identifies why ethics should be taught, explores specific areas of responsibility, and discusses how to handle ethical dilemmas in practice.
Which keywords characterize the work?
Keywords include Ethics, Teacher Training, Professional Responsibility, Ethical Dilemmas, Role Model, and Student Welfare.
Why is the "role model" aspect significant for teachers?
The report highlights that students are influenced by their teachers' personal integrity, and that teachers must consistently live the values they expect their students to uphold.
How does the author propose dealing with ethical dilemmas?
The author suggests that analyzing case studies is an effective way to help teachers gain confidence and reflection skills when facing situations where there is no single "right" answer.
- Quote paper
- Brigitte Wildberger (Author), 2013, The Importance of including Ethics in Teacher Training Courses in Germany, Munich, GRIN Verlag, https://www.grin.com/document/358327
