Abstract
This study examines prospective mathematics teachers' ethical knowledge and awareness development in an undergraduate course called 'Morality and Ethics in Education'. Accordingly, prospective teachers' opinions regarding the ethical teacher and the unethical teacher were investigated through metaphors. The current study was designed as a case study and the data were collected from fifty-one prospective mathematics teachers studying at a university in Turkey through an open-ended questionnaire and reflective diaries. The findings show that the prospective teachers were satisfied with the 'Morality and Ethics in Education' course in general. It was effective and helpful to improve prospective teachers' ethical knowledge and awareness. In addition, the prospective teachers showed an interest in ethical values, such as justice, being a good role model and honesty. They describe the ethical teacher as being 'of holy personality, a guide and professional', and the unethical teacher as 'useless and harmful'. In addition, the prospective teachers made a number of suggestions for undergraduate education in the context of improving ethical and moral values.
Highlights
Ethics is an important issue in every part of human life
This study aims to evaluate how the theoretical explanations and in-class, out-class practices conducted within the scope of the ‘Morality and Ethics in Education’ course during the undergraduate education contributes to the development of the ethical knowledge and emotions of prospective mathematics teachers
We examine the development of ethical knowledge and awareness in the context of the ‘Moral and Ethics in Education’ course in the undergraduate program of prospective mathematics teachers
Summary
Ethics is an important issue in every part of human life This becomes clear and imperative as soon as its impact is felt in both daily and professional life (Chiodo & Bursill-Hall, 2019; Ehrich, Kimber, Millwater, & Cranston, 2011). One branch of teaching where ethical rules must be considered is mathematics teaching (Boylan, 2016; Chiodo & Bursill-Hall, 2019; Ernest, 2019). According to Ernest (2019), mathematics teachers have three ethical responsibilities The first of these is related to their environment, and the second is related to their professional institutions. The components related to complying with the ethical rules in mathematics education constitute the unique aspect of discussing ethics and education in terms of the mathematics teacher (Ernest, 2019)
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