1Department of Education, Luigi Giussani Institute of Higher Education, Kampala, Uganda
2Department Foundations & Curriculum Studies, School of Education, College of Education & External Studies, Makerere University, Kampala, Uganda
American Journal of Educational Research.
2021,
Vol. 9 No. 9, 559-565
DOI: 10.12691/education-9-9-1
Copyright © 2021 Science and Education PublishingCite this paper: John Mary Vianney Mitana, Gyaviira Musoke Genza, Anthony Mugagga Muwagga. Inadequacies of Relying Only on Teachers’ Deontological Professional Codes of Ethics in Teacher-education: Why Virtue-ethics Might Offer a Complementary Option.
American Journal of Educational Research. 2021; 9(9):559-565. doi: 10.12691/education-9-9-1.
Correspondence to: John Mary Vianney Mitana, Department of Education, Luigi Giussani Institute of Higher Education, Kampala, Uganda. Email:
mitanavianney@yahoo.comAbstract
This article’s point of departure is the normative position that nurturing the ethical behaviour of teacher trainees requires something beyond masterly of a professional code of ethics. Although a codified professional code of conduct, as a form of deontological ethics, might be helpful in ushering teacher trainees into the teaching profession by explaining expected norms of behaviour, it is associated with certain critical weaknesses. This article argues for the complementarity of virtue ethics, which emphasises the interrelatedness of agents and commitment to the professional code of conduct and other institutionalised social values. Related teacher education management implications are highlighted.
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