Inadequacies of Relying Only on Teachers’ Deontological Professional Codes of Ethics in Teacher-education: Why Virtue-ethics Might Offer a Complementary Option

John Mary Vianney Mitana^1, , Gyaviira Musoke Genza² and Anthony Mugagga Muwagga²

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

Cite this paper:
John Mary Vianney Mitana, Gyaviira Musoke Genza and 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

Abstract

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.

Keywords:
professional ethics virtue-based ethics professional code of conduct philosophy teacher education educational management

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