- Title
- Review of Professional Ethics and Law in Education: A Canadian Guidebook
- Creator
- Forster, Daniella J.
- Relation
- Philosophical Inquiry in Education The Journal of the Canadian Philosophy of Education Society Vol. 31, Issue 1, p. 98-101
- Relation
- https://journals.sfu.ca/pie/index.php/pie/article/view/1699
- Publisher
- Canadian Philosophy of Education Society (C P E S)
- Resource Type
- journal article
- Date
- 2024
- Description
- It’s no secret that professional ethics is an imperative in teacher education whilst also being rarely dedicated a full course of study in either undergraduate or postgraduate programs (Maxwell et al., 2016). Sometimes teacher educators consider professional ethics and the law nearly interchangeable, assuming that what is legal is ethical and that following school policies will fill the obvious gaps; or that perhaps knowledge of the relevant code of ethics alongside teacher professional standards provides the parameters for good teacher judgement. On the other hand are theoretical approaches to applied ethics, assumed to provide transferable applications which transform teachers’ ethical character and inoculate them from unethical behaviour. Fortunately, Bruce Maxwell, Dianne Gereluk, and Christopher Martin are all too aware of the limits and challenges of these approaches and offer an excellent solution for even the most thoughtful teacher educators in professional and educational ethics, based in their collective, and considerable, contributions to the field in Canada and worldwide. Maxwell is known for his contributions to educational ethics, having authored in moral psychology, moral emotions, philosophy of education, and ethics education, as well as empirical and theoretical works focusing on the professions and teacher education particularly (Maxwell & Hirsch, 2020; Maxwell & Schwimmer, 2016; Forster & Maxwell, 2022). Gereluk is a political philosopher and policy analyst whose contributions to theory and practice in the field have addressed educational inequities, citizenship, radicalization, and human rights (Gereluk, 2012; Gereluk, 2023), as well as mentoring and teacher education in rural settings (Corbett & Gereluk, 2020). Martin’s work has contributed significantly to philosophy of education and addresses questions in educational aims of higher education, issues of indoctrination, ethics, justice, and education for democracy (Cuypers & Martin, 2011; Martin, 2022; Martin, 2023).
- Subject
- professional ethics; teacher education; law; judgement
- Identifier
- http://hdl.handle.net/1959.13/1513946
- Identifier
- uon:56789
- Identifier
- ISSN:1916-0348
- Language
- eng
- Reviewed
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