Philosophical Reflections on Ethics in Teaching and Teacher Education. Cambridge University Press

What kind(s) of thinking and doing should inform how teachers might lead (working) lives that are “ethical,” and how should this translate to preservice teacher education? Two broad schools of thought are identified: teaching as an inherently “‘moral” endeavor, driven by “values” and requiring an educational approach to teacher formation; and teaching as a “profession” requiring formation following models of executive education found in other vocations, particularly medicine. After reviewing these two perspectives, consideration is given to programs that might best address these aims, assuming this is needed beyond learning on the job. The chapter concludes by identifying promising practices, established and emerging practices, across both moral and professional understandings, arguing that in each case these need to be adapted and developed to meet the needs of teachers more equally across a diverse range of cultural contexts.