![Sample our Humanities journals, sign in here to start your FREE access for 14 days]({"type":"image" , "src" : "/sda/5939/TOC-Subject-Sample-2021-Humanities.jpg"})
ABSTRACT
This study examines pre-service teachers’ construction of ethical roles in teaching practice in China. This study finds that three major changes emerged in pre-service teachers’ understanding of teacher ethics after teaching practice: viewing caring as an interactive relationship between teachers and students, emphasising teachers’ sacrifice, and highlighting authority in the teacher-student relationship. This study supplements the extant literature by highlighting university and teaching schools’ roles in facilitating pre-service teachers in-depth interaction with pupils and teachers to facilitate their moral learning through fieldwork.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Funding
Notes on contributors
Wangbei Ye
Wangbei Ye is an associate professor of the moral-political education section, School of Teacher Education, Faculty of Education, East China Normal University, Shanghai, China. Her teaching and research focus on China’s moral-political education curriculum and instruction, and moral-political education teacher education (Grades 1-12).
Pingyi Wu
Pingyi Wu is a lecturer of Teacher Education Experiment Center, East China Normal University, China.
Miaomiao Zhang
Miaomiao Zhang is a master student of moral-political education section, School of Teacher Education, Faculty of Education, East China Normal University, Shanghai, China.
Yushan Ji
Yushan Ji is a master student of moral-political education section, School of Teacher Education, Faculty of Education, East China Normal University, Shanghai, China.
Jiachen Zou
Jiachen Zou is a lecturer of School of Teacher Education, Faculty of Education, East China Normal University, China. His teaching and research focus on mathematics education.