Forms and dimensions of teachers' professional ethics- case studies in secondary schools

Aurin, Kurt.  Maurer, Martina

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 realized and maintained by the daily interaction of teachers, in order to increase its educational effectiveness.

Key words: Forms and dimensions; teachers' professional ethics- case studies; secondary schools.

总结：本文提出一些关于教师职业道德的形式和维度的理论和研究背景，以及概念。特别令人感兴趣的问题是：哪些涉及核心领域的伦理问题是教师最清楚的？他们和这些问题有多大的联系？他们重视这些问题有什么差异？教师达成什么程度的共识？有没有在学校之间的道德形式上存在差异，以及那些因素会影响这些差异？我们尝试从五所中学，四个领域的老师的行为进行的访谈中找到答案。通过案例分析，道德观的方向和舆论的延伸领域是确定的。研究的概念、方法程序和重要结果被展现出来。总之，对教师的道德意识发展的结果的解释和后果，不仅对合作的学校，也对校董事，培训机构和教师培训以及在职培训都有重要意义。这些建议有助于发展一所学校，让学校实现和教师的日常交往保持联系，以增加其教育效果。

来源:Journal of Moral Education. 1993, Vol. 22 Issue 3, p277. 20p. 2 Diagrams, 5 Charts.