Abstract
Many preservice teachers enter their training programs with preconceived ideals of the qualities of a “good” teacher. Although some qualities are admirable, these ideals are vague and can potentially lead to problematic and complicated interactions between students and teachers. Establishing professional boundaries with students and their families is necessary for healthy and ethical relationships between teachers and students. Extant research suggests teachers who make instructional decisions based on ethical principles can better teach, manage student behaviors, and work more effectively with families (Able et al., 2017; Cartledge et al., 2001; Fiedler & Van Haren, 2009). These findings underscore the importance of teaching educator ethics to preservice teachers. In this qualitative exploratory study of 36 preservice special education teachers from a university teacher preparation program in the western United States, the authors examined preservice teachers’ perceptions of learning about the Model Code of Educator Ethics (MCEE). Results of this study suggest: (1) learning about MCEE creates a paradigm shift in preservice teachers’ conceptualization of teacher and student relationships; and (2) preservice teachers benefit from ethics instruction, including opportunities to explore professional boundary parameters and strategies for establishing and maintaining healthy professional relationships with students and families.
Author Information
Linda Oshita, University of Hawaiʻi at Mānoa, United States
Shawna Ortogero, University of Hawaiʻi at Mānoa, United States
Paper Information
Conference: KCE2024
Stream: Higher education
This paper is part of the KCE2024 Conference Proceedings (View)
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To cite this article:
Oshita L., & Ortogero S. (2025) Beyond Idealism: Fostering Ethical Practices Among Preservice Special Education Teachers ISSN: 2759-7563 – The Korean Conference on Education 2024: Official Conference Proceedings (pp. 183-199) https://doi.org/10.22492/issn.2759-7563.2024.14
To link to this article: https://doi.org/10.22492/issn.2759-7563.2024.14
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