ABSTRACT:
The present research aimed to analyze the perceptions and opinions about the existence of a code of ethics for the teaching profession among the following groups: teacher educators, Basic Education teachers, and undergraduate students. The data were collected through a digital form filled out by the groups. The analysis indicated the need for an instrument that guides the actions of teachers when facing thorny situations, which are not discussed during study but are often part of everyday school life. Conversely, a concern was raised over who would develop this instrument and how it would be used by institutions. The results point to the demand of undergraduates, teachers, and teacher educators for educational processes that emphasize aspects of guidance, reflection, and decision-making in day-to-day school situations. The inclusion of these topics in teacher education courses is essential so that they can actively and critically participate in the continuous construction of a possible code of ethics or reflective practices regarding the principles and values that guide their profession. It is argued that the presence of the subject “code of ethics” in teacher education curricula is fundamental, as trainees need to be warned that future attributions in their daily work are not only limited to teaching, but also involve responsibilities arising from issues that emerge in this context and from the impact of their decisions on students, teachers, and institutions.
Keywords:
Ethics; Teacher Education; Code of Ethics; Values
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Source: Prepared by the authors.Percentage of responses, Response category: Undergraduates, Basic Education Teachers, Teacher educatorsCaption: A) guiding instrument; (B) promotion of credibility and appreciation and professional development; (C) meeting the demands of the educational scenario; (D) the nature of teaching work implies reflections on practice, in decision-making; (E) concern about who would elaborate the code of ethics and how it would be used.