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Professional Ethics

Discuss about the Education, Ethics and Professional Practice.

A teacher is required striving towards creating an environment of learning that is nurturing the aspect of fulfilling every student’s potential. A teacher tries to function with diligent endeavour towards exemplifying the highest standards of ethics. In this context, it is necessary identifying the functions that is played by ethical aspects within the educational profession. Education is considered being the main agency that is used for making any change and this can be achieved by setting examples of working ethically and having moral values. Ethical Principles related with the teaching profession

Education is rationally associated with what is considered worthwhile and entailing that one is having a body of knowledge as well as a degree of understanding that involves a conceptual scheme in regard to an individual’s way of seeing things. Education is implying that there is a transformation in the outlook of an individual by what the person is knowing and the major concern regarding education should be developing the mind in respect of its own sake, relying on the notion of liberal education (Bailey, 2010).

Ethical guidelines have been set by numerous professions all through the ages that expressed the attitudes as well as sense of responsibilities that members had the requirement to display in respect of their work that did the articulation of the common values as well as principles, which is required to be possessed by the members concerning their profession (Peter, 2015).

The teaching profession is depending upon the aspect of teachers being the professionals, to whom the assigning of specialized tasks are done by the society that supports in preparing them in respect of those tasks by offering them with the required high standard of education (Brandt, 2014). For performing these tasks, the profession will be demanding that the representatives who are selected should be demonstrating high standards of ethics in every circumstances, although the tasks might often be considered challenging for defining in a precise manner or summoning forth quick decisions. It is necessary in respect of the society for having the ability towards relying on individuals of this type for exercising an increased standard of professional expertise (Punch, 2014).

The sense of accountability that is associated with the aspect of practising a profession is depending upon knowledge as well as vocational expertise and also on the values as well as norms that are forming the work-based foundation as well. In fact, both these aspects are considered significant and neither will be able to become the replacement of another. Effective ethical principles will not be able to do the compensation of weak professional expertise as well as effective professional proficiencies will not be able to compensate regarding the absence of ethical principles (Punch, 2014). Therefore, the teachers should have a feeling of oblige regarding their sense of accountability for paying continuous attention towards the maintenance of their professional expertise. Also, for showing specific sensitivity relating to the discernment of problems associated with ethical aspects as well as the readiness for observing the highest level of professional ethics when certain circumstances are getting resolved (Cottrell, 2005).

Ethical Principles related with the teaching profession

Any ethical consideration relating to the profession of teaching is associated with a distinction being made amongst matters relating with legal as well as ethical aspects. A teacher’s primary duties as well as accountabilities are explained in the pertinent legislations as well as norms, while the teaching’s content is explained within the curriculum. On the other hand, the ethical standards regarding the profession are not depending on the need or external administration but on an internalized moral compulsions scenario having an attachment with work (Griffith, 2014). A significant point of departure in respect of the ethical principles in this regard is considered being the Universal Declaration of Human Rights of the UN.


There occurs the visibility of the work of a teacher only after a significant time-lag in which effective experiences related with learning will have a propensity for promoting lifelong learning. Teachers will be playing an effective function towards generating learning experiences that are considered being positive as well as reinforcing the self-esteem of the learner. Hence, the work of a teacher is associated with offering scopes towards upbringing, instructing as well as learning in respect of the ultimate advantage regarding individual learners (Winston, 2013). Moreover, there is the expectation of a teacher towards meeting the requirements of the society concerned with the aspect of implementing the objectives associated with teaching (Kruk, 2013). This explains the fact that in respect of societal changes that are taking place, various teachers are obliged regarding the course of their work for taking care of matters in respect of which they will not be able to accept individual accountability.

The changing perspective in the teacher’s role has helped in bringing them in close proximity with of the learners. However, it has increased as well their accountability regarding the development of the learner and has often led them towards closer association with other individuals that are also having the responsibility in respect of this growth (Maxwell, 2016). Teachers are having a significant amount of power as well as accountability relating to the matters in concern with the learner’s assessment, which means that only by complete internalization of the ethical principles that are included that they will be avoiding the abuse of their post in this regard (Barrow, 2006).

A high ethical standard relating to the professional aspect is considered being one of the most significant resources that are having the availability for the teachers to provide guidance regarding their work as well as their interactive associations at the professional stage. The work relating to teaching is required including the the aspect of considering as well as evaluating an individual’s personal objectives as well as motives regarding the ethical aspects (Griffiths, 2014). In this respect, the function regarding the professional ethics of a teacher is codifying as well as promoting what is considered to be correct in an ethical way, which has always constituted the educational work.

The changing perspective in the teacher’s role

According to Bailey (2010), one of the main aims of education is its capacity of liberating an individual from the here and now through the involvement of pupils in what is considered being primary as well as basic and essentially significant for promoting the development of the “rational mind’. The two major aim of education are considered being knowledge as well as understanding. Education also plays a significant role in respect of well-being of individuals and the below mentioned aspects are considered to be the essential requirements,


A considerable degree of self-knowledge in which one is having the ability towards recognizing the socialization forces by referring to which the beliefs as well as desires of an individual are formed and when required, the courage as well as strength of will for resisting them and as a result, functioning in accord with one’s individual assessments (Davson-Galle, 2009). The capability of relating an individual’s current options to his/her past and future in respect of providing certain type of shape to the person’s life. The capability as well as scope for selecting amongst a major collection of options (Sugrue, 2014).

A teacher is striving towards the aspect of creating a learning environment that will be nurturing the aspect of fulfilling a student’s potentiality. A teacher is acting with diligent effort for exemplifying the highest standards of ethics. A teacher is assuming the aspect of being responsible as well as accountable regarding his/her performance as well as striving continuously for demonstrating proficiency (Cottrell, 2005). Moreover, a teacher is providing the efforts towards maintaining the professional dignity by respecting as well as to maintain the law and to demonstrate individual integrity (Biesta, 2015). A teacher needs to do the presentation of facts without distorting it or having individual prejudice or biased attitude towards it. Moreover, a teacher will not be revealing information that is considered to be confidential in concern with students unless there is a requirement by law (Cottrell, 2005).

A teacher does the acceptance of individual accountability to teach students the character traits that will assist them in evaluating the outcomes of as well as accepting the accountabilities in respect of their actions as well as options. The teachers are having an obligation towards assisting the aspect of fostering public virtues like integrity, being diligent, being responsible, to cooperate, being loyal, having fidelity, as well as having respect for the law as well as human life.

The importance of ethical standards in the profession

Working with Students – The functionality of a teacher is to offer standard education in respect of every student. A professional code of ethics is necessary for addressing this aspect explaining that teachers should not be showing biasness or should be discriminating against students. Teachers are also required interacting with students in an appropriate manner, and under no circumstances they should bully or the put the students down (Schwimmer, 2017).

Safety of students – The job of a teacher is assisting the students towards learning, as well as being responsible in maintaining the safety of a student. Teachers are required following the various safety measures in schools as well as classrooms for ensuring the safety of the students (Clegg, 2016). It is also the responsibility of a teacher to do the reporting of situations where, a student is getting bullied or harassed.


Professional Practice – Teachers are also required maintaining ethical behaviour in respect of professional practice through accurate representation as well as maintenance of certifications, licenses as well as other qualifications. Teachers are also required practicing ethical behaviour when they will be offering grades as well as doing the handling of assessments. Misrepresentation of grades as well as to alter the response of students regarding assessments will be leading towards criminal charges as well as facing job loss (Clegg, 2016).

Working with colleagues – In an academic institution, teachers are required collaborating with administrators, fellow teachers as well as other staffs for providing a learning experience that is considered being safe as well as positive in respect of the students. Moreover, a teacher is required following the administrator’s direction for avoiding the aspect of undermining the authority of an administrator as well as setting positive examples in respect of the students (Schwimmer, 2017).

Interacting with stakeholders – Teachers are having the accountability towards interacting in a positive manner with parents as well as different stakeholders regarding the education of a student. Teachers are also required avoiding undeserved influence by parents as well as different stakeholders when it is regarding the grades of the students or matters associated with schools.

From the overall discussion, it can be summarised that the teaching profession is having an expectation of evolving a set of ethical principles for guiding the ways as well as behavioural aspect of its members. The ethical principles will be providing the foundation for differentiating amongst achievable as well as unachievable professional conduct as well as behavioural aspect. Therefore, when the teachers are bearing effective professional ethics in regard to their profession, there will occur automatic transformation of ethical aspects to the next generations.

Reference

Bailey, R. (Ed). (2010). The philosophy of education: An introduction. London: Continuum

Barrow, R., & Woods, R. (2006). An introduction to the philosophy of education (4th ed.). Oxford: Routledge

Biesta, G. J. (2015). Good education in an age of measurement: Ethics, politics, democracy. Routledge.

Brandt, B., Lutfiyya, M. N., King, J. A., & Chioreso, C. (2014). A scoping review of interprofessional collaborative practice and education using the lens of the Triple Aim. Journal of Interprofessional Care, 28(5), 393-399.

Clegg, C. (2016). Towards professional wisdom: Practical deliberation in the people professions. Routledge.

Cottrell, S. (2005). Critical thinking skills. Basingstoke, UK: Palgrave Macmillan

Davson-Galle, P. (2009). Reason and professional ethics. Farnham, UK: Ashgate

Griffiths, M., Todd, S., & Winter, C. (2014). Re-imagining Relationships in Education: Ethics, Politics and Practices. John Wiley & Sons.

Grifith, S. M., Domenech Rodriguez, M. M., & Anderson, A. J. (2014). Graduate ethics education: A content analysis of syllabi. Training and Education in Professional Psychology, 8(4), 248.

Kruk, J. (2013). Good scientific practice and ethical principles in scientific research and higher education. Central European Journal of Sport Sciences and Medicine, 1(1), 25-29.

Maxwell, B., & Schwimmer, M. (2016). Professional ethics education for future teachers: A narrative review of the scholarly writings. Journal of Moral Education, 45(3), 354-371.

Peters, R. S. (2015). Ethics and Education (Routledge Revivals). Routledge.

Punch, K. F., & Oancea, A. (2014). Introduction to research methods in education. Sage.

Schwimmer, M. (2017). Beyond theory and practice: towards an ethics of translation. Ethics and Education, 12(1), 51-61.

Sugrue, C., & Solbrekke, T. (2014). Professional responsibility: New horizons of praxis. Routledge.

Winston, R. B., Creamer, D. G., & Miller, T. K. (2013). The professional student affairs administrator: Educator, leader, and manager. Routledge.

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