Ethics education in teacher preparation: a case for stakeholder responsibility

ABSTRACT

Few would argue against the importance of ethics in early childhood teacher preparation and practice. However, arguing for something in principle does not always lead to action. The purpose of this paper is to bring attention to the need for a sharper applied focus on ethics in early childhood education than that which currently exists. A context for professional ethics in early childhood education is outlined, a case highlighting specific ethical considerations is presented, and, finally, concerns and insights are discussed. The discussion is anchored in professional ethical codes and the literature on teacher preparation and ethics education.

KEYWORDS:

• Ethics
• early childhood
• disabilities
• teacher education
• teacher misconduct

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. While detailed attention to ethical theory (e.g. De Haan 2001; Sinhababu 2018; Tarsney 2018) offers a depth of consideration not reflected in ethical codes, such coverage is beyond the scope of this paper.

2. Association of American Educators; Council for the Accreditation of Educator Preparation; Childhood Education International; Education International; Interstate Teacher Assessment and Support Consortium; National Education Association; Association of Teacher Educators; National Association for the Education of Young Children; Council for Exceptional Children; CEC Division of Early Childhood.