Ethics and Integrity in Teacher Education

This book addresses issues related to ethics and integrity in teacher training. Authors pay special attention to the role ethics plays in teaching practice and the importance of establishing expectations for students to learn with integrity from a young age. The book celebrates global perspectives on ethics and integrity for pre-service teachers, acknowledging that although some aspects of ethics are universal, the ways in which these are implemented can vary. Contributors present original research, case studies, and recommendations for practice and teaching.

The book draws on a range of theoretical and conceptual foundations including applied ethics, academic integrity, and moral education.

Discusses global perspectives of pre-service teacher training concepts Offers guidance to help pre-service teachers reflect on ethics in teaching and learning Positions ethics as central to teaching practice in pre-service teacher training

Auteur

Dr. Sarah Elaine Eaton, PhD, is an associate professor at the Werklund School of Education, University of Calgary, Canada. She has received research awards of excellence for her scholarship on academic integrity from the Canadian Society for the Study of Higher Education (CSSHE) (2020) and the European Network for Academic Integrity (ENAI) (2022). Dr. Eaton has written and presented extensively on academic integrity and ethics in higher education and is regularly invited as a media guest to talk about academic misconduct. Dr. Eaton is the editor-in-chief of the International Journal for Educational Integrity. Her books include Plagiarism in Higher Education: Tackling Tough Topics in Academic Integrity, Academic Integrity in Canada: An Enduring and Essential Challenge (Eaton & Christensen Hughes, eds.), and Contract Cheating in Higher Education: Global Perspectives on Theory, Practice, and Policy (Eaton, Curtis, Stoesz, Clare, Rundle, & Seeland, eds.). She is the editor for the book series Ethics and Integrity in Educational Contexts.

Dr. Zeenath Reza Khan is the Founding President and Board Member of the Centre for Academic Integrity in the UAE, Assistant Professor of Responsible Information Systems at Faculty of Engineering and Information Sciences, and Program Director for Freshman Pathway Programs at University of Wollongong in Dubai. She has been teaching in the Faculty of Engineering and Information Sciences at the university since 2001. Fellow and Executive Committee member of Wollongong Academy of Tertiary Teaching Excellence (WATTLE), Audit Board Member for European Network for Academic Integrity and Local Advisory Board Member of Our Own High School Al Warqa UAE (GEMS Education), Dr. Khan currently holds the position of Editorial Board Member for the International Journal for Educational Integrity, and Springer book series on Ethics and Integrity in Educational Contexts. Having received several internal and external grants from UOWD, UOW and other entities, Dr. Khan is a national and international award-winning academic with more than 80 publications to her name and an edited book titled Integrity in Education for Future Happiness (2021). Considered a Tier one speaker, Dr. Khan's research interests are in academic integrity, ethics in IT, teaching and learning, and STEM for girls. She won the Vice Chancellor's OCTAL award from UOW in 2016, Turnitin Global Innovation Award 2015, Teaching Excellence Award from UOWD in 2014, among others. Recently she was named among UAE's 10 most influential educational leaders 2019 by The Knowledge Review, won the Digital Leader Award in Education category from Khaleej Times and MIT Sloan Mgt Review's Digital Leaders Forum, 2019. Dr. Khan was named 2020 Global Educational Influencer and one of 100 Most Admired People in Education in 2021 by The Excelligent. In 2021, Dr. Khan was recognized for her research contribution by European Network for Academic Integrity as the recipient of their ENAI Research Excellence Award.

Contenu

Acknowledgements.- Preface.- Chapter 1. Ethics in Teacher Training: An Overview (Sarah Elaine Eaton and Zeenath Reza Khan).- Chapter 2. Embedding principles related to academic integrity in teacher education in Australia (Ann Rogerson, Claire Rogerson, and Tiffany Apps).- Chapter 3. Using Codes of Professional Ethics and Conduct in Teacher Education: Pitfalls and Best Practice (Daniella Forster and Bruce Maxwell).- Chapter 4. Preparing Preservice Teachers to Teach Academic Integrity and Ethics (Sonja Bjelobaba and Marita Cronqvist).- Chapter 5. A comparative study of teacher education programs embedding ethics education into curriculum (Afnan Boutid and Stephanie Martin).- Chapter 6. Starting from a Place of Academic Integrity: Building Trust with Online Students (Astrid Kendrick).- Chapter 7. The Role of Compassion in Academic Integrity Management Processes (Luis I. Guerrero-Martínez, Pablo Ayala-Enríquez, and Jean Guerrero-Dib).- Chapter 8. Formalising Preservice Teacher Trainingto Work with Parents to Promote Academic Integrity in K-12 Education (Brenda M. Stoesz).- Chapter 9. Proposing a preservice teacher-training module to manage parental involvement in K-12 assessments (Zeenath Reza Khan and Veena Mulani).- Chapter 10. Incorporating Ethics into Everyday Classroom in Science Education (Shivadas D. Sivasubramaniam).- Chapter 11. Educational Integrity in Schools: A Framework for Young Learners (Irene Glendinning).