Q.

No: 1
Explain the relationship of ethics and education . What
the responsibilities of a teacher in this regard?
Ans:

Ethics are the fundamental ways of human behavior or basic principles of social
and personal life. It studies the values of all men and women, human or natural
rights, concern for health and safety in natural environment.

Ethics are concerned with the moral philosophy or codes practiced by a person or
group of people.

Ethics are concerned with the moral philosophy or codes practiced by a person or
group of people dealing with what is good and bad.

Ethics can viewed as a ‘philosophy of morality’ as it deals with ought and ought not. (Mohony,
2009).

Ethical principles provide guidance on how individuals live their lives according
to defined criteria. Many thinkers discussed virtues of an ethical life. It has been a
great debate on role of ethics or ethical behavior in professional life. The demand
of ethics is essential part of life most importantly to perform duties in professional
setting. In every field of life ethical demand becomes crucial day by day. Doctors,
lawyers, accountants, scientists and several professions follow rules and
regulations. They are all restricted to follow ethics for the benefit of their
stakeholders. Teaching is a moral and ethical activity. Teachers are representative
of moral values and virtues. Hence, the duty of principals and teachers increases more. They are
the true exchangers of values to next generation. more. Morals are the internal principles of an
individual life.

Carr (1999) describes that any work on ethics and teaching written for a series on professional
ethics would appear committed to certain key claims or assumptions. Basically, these are:
(i) That teaching is a professional activity
(ii) That any professional enterprise is deeply implicated in ethical concerns and
considerations; and
(iii) (Therefore) that teaching is also an enterprise which is deeply and significantly implicated in
ethical concerns and considerations.

Carr (1999) explains that Good teaching is not just teaching which is causally effective or
personally attractive, it is teaching which seeks at best to promote the moral, psychological and
Plan Lessons That Works:
All good teaching needs outstanding plan and reform, beginning with a strong course that
outlines the most important concepts. Without a forum for the continuous re-tailoring of their
courses, teachers are often left to work from a textbook or on-the-fly lesson plans. Spending time
in retreat with other professionals allows teachers to lay a strong foundation for each course they
teach.

Perfect Instructional Practices and Assessment Skills:

The continuing progress of instructional approaches and feedback skills are critical to
quality in teaching. Only through the careful examination of activities and assessment can a
teacher guide all students to succeed. Teachers need time with their colleagues outside the
classroom; the temporary success of "fun" activities can be a hindrance to the development of a
master teacher. By crafting performance tasks and assessing them with their peers and mentors,
teachers can refine their teaching.

Connect Positively to the Whole-School Culture:

Over time, the master teacher has the capacity to improve the whole-school culture through
excellence in teaching. Because master teaching has as its foundation the generous impulse to
assist students and colleagues, the teacher is able to fundamentally influence others without
generating resentment. The master teacher is consistently working to benefit the school, so he or
she is not in competition with colleagues or administration.

In the end, only way to stay the course throughout one's teaching career is by discussion with
great teachers who motivate, inspire and remain connected to the classroom. In the company of
others, teachers can uncover the best work being done in our schools. Dedicated to their own
professional development, they are capable of improving teaching and learning despite the many
other mandates. This is critical to their continued enthusiasm.

Through the retreats and professional learning communities, colleagues enhance their own
teaching and further the practice of others. In this way, they sustain and improve instructional
practices, passing the torch of inspired teaching to others. Teachers have the potential to
transform and have a profound impact on the learning experiences and life chances of our young
people and have a critical role in helping them achieve positive outcomes, to thrive and flourish
in life.
Q.No:2

Comment in detail how globalization is changing teacher

education?

Ans:

TEACHER PROFESSIONALISM AND GLOBALIZATION

Globalization is a process of integrating the nation states by removing or minimizing the

restrictions on the movement of material resources, financial resources, labor, technology and
ideas. It stands for outward-oriented policies which are supposed to benefit all the countries of
the world and also create certain problems in that process. Though it is predominantly an
economic phenomenon, there are other dimensions as well and in a way it affects all walks of
life. Education is an important sector in any economy and globalization has its implications for
this sector as well.

The aim of education is to achieve overall development and enlightenment of mind, broaden the
vision, and character-building which can be beneficial to the individual himself and to the
society and nation at large. To achieve this goal the role of teacher and teacher educator is
important. In the age of globalization, change is so rapid that the educational system has to keep
itself abreast with the latest developments. (Pandey, 2001). The impact of globalization on
teacher education and the manner in which the system should respond to the needs of
globalization can be studied under the following heads.

Content of Education:
The fast-developing stock of knowledge and the need for its continuous updating has also
initialed. No longer is education confined to a particular period of life. A key to the twenty first
century, learning throughout life will be essential for adapting the evolving requirements of new
generation and for better mastery of changing time from the rhythms of individual existence

Equity and Excellence:

An important component of globalization in relation to education is the need for producing
quality manpower that can successfully face the competition in the world. This would imply
selecting the best possible human material and giving them education of the highest quality
(Gandhe, 2005)..

Quality and excellence have become the watchwords of the new millennium
everywhere. Importance of teacher education in making an educational system
work more efficiently and effectively is the important factor of it. No system of
which will test the application of knowledge along with the comprehension. We should
encourage pupils to face competitive exams effectively.

Equity:

The greatest challenge before us even today is the search for equity. Equity refers to the equity in
the development of all abilities of the individual and it also means the equity in the development
of all the strata of the society. Head, Hand and Heart are three powerful tools given to everyone
by God. But today we are becoming a knowledge society.

Need of the present study:

The standards of learning are influenced strongly by teacher’s capacity, understanding and skills.
School education can achieve the intended objectives of national reconstructions only if there are
corresponding reflections of the same concerns in the programs of teacher education, as teacher
it is the pivot on which the outcomes expected of any educational system can blossom.

Research has shown that good teaching makes a big and qualitative difference in students
learning with the help of its effectiveness, efficiency and competency. An important demand for
the achievement of the cherished goal of having a good and effective teaching system is a
mechanism that could work for the development of course, instructor and learner (Singh, 2007).

The quality of pre-service and in-service teacher education also needs to be upgraded. Teacher
education is stepping stone in the building of future teacher and tries to in build qualities in
teacher. Hence there is urgent need to develop new models of teacher education.

TEACHING PROFESSION AND ODL

Now that most countries have made solid progress towards the achievement of
universal primary schooling by 2015, the world faces two other major educational
challenges. The first, which results partly from the success of the campaign for
primary education, is to give older children and young adults opportunities for
secondary schooling. This is a massive task. One estimate puts the number of12-
to 17-year-olds who are not receiving education at 400 million (Binder
2006).Scarcely less daunting is the second global challenge which is the need to
recruit and train many millions of teachers. UNESCO estimates that some 10
million teachers must be recruited and trained in less than a decade.

They will be needed to: replace the large numbers of teachers due to retire in many countries;
complete the drive to universal primary schooling, particularly in Africa and South Asia; and
address the challenge of secondary schooling (UNESCO 2008). Teacher education and open and
distance learning (ODL) are separately complex and critically important fields of endeavors.
Used together, they have the potential
to enhance the effective, efficient and equitable provision of education and to
maximize access to such provision by various categories of disadvantaged learners.

Why is it so important to use ODL to design, implement, evaluate and enhance

teacher education? A useful starting point is the aspiration of Education for
All(articulated in declarations in Justine, Thailand, in 1990, and in Dakar,
Senegal, in 2000), and accompanied by a stated international commitment to
achieving Universal Elementary Education (Daniel 2009; Dyer 2009).
If we turn to the six goals of Education for All as outlined in the Dakar
Framework for Action (UNESCO 2000), we perceive some of the complexity of
the challenges facing efforts to attain those goals:

1. Expanding and improving comprehensive early childhood care and

education, especially for the most vulnerable and disadvantaged children;
2. Ensuring that by 2015 all children, particularly girls, children in difficult
circumstances and those belonging to ethnic minorities, have access to and
complete free and compulsory primary education of good quality;
3. Ensuring that the learning needs of all young people and adults are met
through equitable access to appropriate learning and life skills programs;
4. Achieving a 50% improvement in levels of adult literacy by 2015, especially
for women, and equitable access to basic and continuing education for all
adults;
5. Eliminating gender disparities in primary and secondary education by2005,
and achieving gender equality in education by 2015, with a focus on
ensuring girls’ full and equal access to and achievement in basic education
of good quality; and
6. Improving all aspects of the quality of education and ensuring excellence of
all so that recognized and measurable learning outcomes are achieved by all especially in
literacy, numeracy and essential life skills.”

While these are clearly highly diverse statements of intention traversing a widely
ranging terrain, they are linked by a common reliance on a highly skilled teaching
force attentive to the specific needs of these various categories of learners, and
able to deploy strategies that are successful in meeting those needs. This reliance in turn relies on
the teachers’ own learning needs – in terms of initial pre-service
training and continuing professional development – being fulfilled. Yet, as
illustrated by the difficulties facing teachers working with Nigerian nomadic
pastoralists (Umarand Tahir 2009), these requirements generate demand for high
quality teachers that cannot easily be achieved at individual, provincial and
national levels using conventional face-to-face, campus-based teacher education strategies.

While it is important not to see ODL as a panacea that can redress existing socioeconomic
inequities and political instability easily, the opportunities for largescale educational provision
afforded by information and communication technology (ICT) and other technologies deserve to
be recognized and considered carefully. Moreover, it is not only the technological dimension that
is significant:
The work of Robinson and Latchem (2003) and the international case studies on
the use of ODL for teacher education in Perraton et al. (2007) indicate that ODL
is increasingly being used to:
provide cost-effective pre-service and in-service teacher education;
support school-based pre-service and continuing professional development
programmers for teachers;
upgrade unqualified teachers and enable qualified teachers to acquire higher
teaching qualifications;
provide teachers in remote or rural areas with access to professional
training, thereby meeting their continuing professional development needs;
and
Ensure quick dissemination of information to large numbers of teachers
about curriculum innovations, new teaching methodologies and practices,
and new professional standards for teaching.
This snapshot illustrates both the complexity and the urgency of enhancing the
intersection between teacher education and ODL.

Q.No:3
Discuss the role of open and distance education in professional
development of teachers.
Ans:
A growing literature has been devoted to reviewing the strengths and limitations
of ODL in teacher education. A useful synthesis of those strengths and limitations
was provided by Perraton (2003), who focused on three themes requiring careful
consideration by planners and practitioners: social expectations of teachings a
profession; identification of the stakeholders influencing and controlling that
profession; and the curriculum of teacher education.

Higher Education through Open and Distance Learning (Harry 1999) traced efforts to develop
teacher education programmers using varying degrees of ODL in institutions as diverse as
the Bangladesh Open University (Rumble 1999), the Indira Gandhi National Open University
(Panda 1999), the Open University of Tanzania (Mmari 1999), the University of the South
Pacific (Matthewson and Va’a 1999) and the University of the West Indies (Brandon 1999).
Included in the same book were ODL experiences in China (Ding 1999), Latin America (Chacón
1999) and South Africa (Dodds et al.1999).
Some of this literature has focused on the rapidly developing technologies available to support
teacher education via ODL. For example, Fung (2005) investigated the use of printed materials
in an in-service primary school distance teacher education course and found that the participating
teachers agreed that the materials achieved the course objectives, but that “distance teacher
educators must find ways to encourage learners to engage in in-text activities” if such
activities are to achieve their potential and that “research on print materials –
particularly on ways of achieving goals in teacher education – should not be neglected at a time
of increasing use of distance education in teacher education”(p. 182). This is a timely reminder,
given that the capacity to afford more technically sophisticated technologies is unevenly
distributed among countries and institutions, and given the widespread assumption that providing
content in a particular format automatically facilitates learners’ engagement with that content.
Similar concerns attend a very different set of technologies more recently associated with
distance learning for teachers’ professional development: mobile devices. Aubusson et al. (2009)
reported that “mobile learning is ideally suited to allow reflection-in-action and to capture the
spontaneity of learning moments,” and that “authentic artifacts and anecdotes, captured through
mobile technologies, can enable the sharing, analysis and synthesis of classroom experiences by
teachers and students” (p. 233).

However, they also stated that “Practical, school systemic, attitudinal and ethical factors may
inhibit mobile technology adoption; these factors need to be researched and addressed to realize
the potential of teacher mobile professional learning” (p. 233).
These factors apply also to other technologies, including print as noted by Fung(2005), and
reinforce the need for caution in selecting a particular technological mix when planning a teacher
education programme for open and distance learners. Considerable diversity also exists in target
groups for teacher education programmes via ODL.

With more teachers taking on postgraduate study, Butcher and Sieminski (2006) focused on the
development of a Doctor of Education programme via distance at the Open University in the
United Kingdom (seealso Janse van Rensburg and Danaher 2009; Moriarty et al. 2008). Butcher
and Sieminski contended that four themes were crucial to the success of the
doctorate:“professionalization; professional change; bridging the academic/professional divide;
and professional self-esteem”; and that those themes, to take effect, required “a highly structured
but flexible support system” (p. 59). That claim was elaborated as follows:

“For these graduates, the professional outcomes described above would not have occurred
without the availability of the EdD [Doctor of Education] through distance education. The OU
[Open University]EdD is not only very different to many full-time or parttime PhDs, it is more
effective at retaining students, and supporting them to completion. It is the structure of the
doctoral programme (preentry requirements and tightly scheduled assessment points mediated
bya supervisor) that enables the flexibility (the diverse ways students are able to research their
own professional contexts) to be effective.”(p. 68).

This is a definitive assertion, not only of a distinct differentiation between face toface and
distance education, but also of the superiority of distance education – provided it is accompanied
by the appropriate and ragogical principles and support mechanisms – to face-to-face education
for these particular learners. A similar view was expressed by Hall and Knox (2009) about
PRESSURES AND POSSIBILITIES:
Teacher education is currently facing a number of tensions as pressures have
come from many quarters in the last decade, with perhaps the most intense focus
being on the issue of teacher quality.
The issue of increasingly varied demographic conditions that have led to students
from all over the world being in a single classroom, with the associated need for
teachers to deal with multiculturalism, whether they like it or not, has created a
new complexity not faced by most teachers a decade or so ago. Teacher shortages
in some parts of the world has led to the possibility of teachers moving from one
country to another as the demand for teachers and associated wage rates make
teaching a market unlike we have experienced before.

As teachers, increasingly are blamed for lack of student performance, as politicians choose to
offset any responsibility they have for the conditions under which teachers work, so too, teacher
educators are targeted as being one of the problems associated with what is perceived to be low
levels of student achievement.

These and other dilemmas for teacher education institutions and teacher educators
open up the opportunity for a detailed analysis of a number of major issues using
data collected from around the world. The key issues of globalization versus
diversity, the need for high quality pre-service programs, for well managed and
supported integration of new teachers into the teaching force and ongoing
professional development for that workforce, lead to two of the major factors that
will impinge on the teaching profession in the future; the need for the teacher to
become a consistent, reflective practitioner and the need to use rapidly developing
technologies, both ICT and other learning technologies, in an increasingly
effective manner, to promote high quality student learning for all students.

It is a fairly trying time for teacher educators, as well as for anyone else in education. In many
western countries, governments are now thinking that the cost of educating their populations
should be lowered at the same time as they expect school administrators, teachers, and teacher
educators, to do much more, in more difficult circumstances, than they have ever done before.
This has been translated by government as the need to have ‘highly qualified teachers’ in front
of every classroom.

US Secretary of Education, Margaret Spellings, in her 2005 report on teacher quality argued the
focus should be on: the essential principles for building outstanding teacher preparation
programs in the 21st century and … on the critical teaching skills all teachers must learn. In
particular, all teacher preparation programs must provide teachers with solid and current content
knowledge and essential skills. These include the abilities to use research-based methods
appropriate for their content expertise; to teach diverse learners and to teach in high-need
schools; and to use data to make informed instructional decisions. Successful and promising
strategies for promoting these skills include making teacher education a university-wide
commitment; strengthening, broadening, and integrating field experience throughout the
preparation program; strengthening partnerships; and creating quality mentoring and support
programs (Spellings, 2005, p. iii).

Globalization and Diversity:

Increasing globalization has impacted on teacher education in terms of teachers now having to
understand and cater for a diverse population. In certain parts of the world there are now
classrooms where a multitude of languages are spoken and where different religious and cultural
understandings must be considered when teaching. This has brought about the need for a
substantial shift in teacher attitudes about the task and substantial change in terms of the teacher
education program offered by universities.

This is not seen as being positive by all commentators. The impact of the global economy on
education can make life difficult for teachers and may even make it impossible for teachers to
provide the type of education they were trained for:

The role and function of education are undergoing dramatic changes in response to these
economic imperatives. The notion of a broad liberal education is struggling for its very survival
in a context of instrumentalism and technocratic rationality where the catchwords are
“vocationalism,” “skills formation,” “privatization,” “commoditization,” and
“managerialism.”(Smyth and Shacklock, 1998, p. 19). Certainly, the diversity of most
communities in many parts of the world has made teaching and educating teachers much more
difficult than it has ever been .

There are expectations that teacher education needs to develop teachers who have learned to
teach with a cultural eye (Irvine, 2003). As well, people who are trained to teach in a particular
geographical area of the world (and governments are pretty specific about what they want these
days) may end up teaching in a different part of the world or, at the very least, be teaching
students from many parts of the world and whose culture and context were not considered at all
during the period in training.

Standards and Accountability

The Standards and Accountability movement, which started in schools more than a decade ago,
has now moved to the training of teachers as the next step in the process. It has been argued that
there are a number of factors that have led to the increasing surveillance of teacher education:
Among these are a deep-seated and growing distrust of teacher education; a change in the locus
of control, with national policy emerging as a dominant influence; restructuring of licensing and
governance; and reconceptualizing the nature of standards, with performance and outcomes
assuming a preeminent role (Roth, 1996, p. 242 cited in Tellez, 2003).

Unlike most other reforms in education, in curriculum, in pedagogy and in areas of student
welfare and support, that are mostly driven by teachers and administrators seeking to improve
what they do on a day to day basis, the standards and accountability movement has been driven
by people outside of education, based mostly on the idea that we can no longer trust educators to
do what is right. Tellez (2003, p.11) argues: Like nearly every other reform of the twentieth
century, the accountability reforms of today did not emerge from the ranks of local educators’
wishes or outcries of student need. Rather, such reforms, in retrospect, have their origins in
groups or organizations with enough power, money, or combination of the two to dictate the
reform dimensions.

Teacher Preparation:
The concerns identified in the previous two sections, increasing globalization and diversity and a
focus on standards and accountability for teacher education come at a time when many western
nations are facing a teacher shortage of unprecedented proportions. There are various predictions
in the US that national demands will reach 2 million teachers in the next few years due to the
factors mentioned above (Darling-Hammond et al., 1999; Oakes, et al., 2002). So, at a time when
there are higher and higher demands for the graduates of teacher education institutions, the need
for putting bodies in front of classrooms has led to a lowering of entry standards for people who
enter through other means. However, it is necessary to make sure that such teachers have the
skills required for the job, regardless of how they came into the profession. It is not just finding
any teacher that is important, but finding the right teacher, with the right skills for the right
situation. So, the issue of recruiting and training new teachers is much more complex than it was
a decade ago.

Teacher Induction
Education systems and teacher education programs need to support the induction of young
teachers into the workforce in ways that ensure their retention over time. Huling et al. (2001, p.
326) argue that the teacher shortage in the US has come about because of three intersecting
issues:

Today, the nation is facing an unprecedented teacher shortage that will undoubtedly result in
increased attention to alternative certification pro-grams as a possible means of addressing the
school-staffing crisis. The teacher shortage is being created by a “triple whammy” of increasing
student enrollments, an aging teacher force transitioning from the class-room into retirement, and
a high teacher attrition rate, especially among novice teachers. It is the third of these causes, the
high teacher attrition rate that this section seeks to address. Kelley (2004, p. 438) argues:
 Recent reports further suggest that staffing needs may not be due to overall shortages of
qualified teachers entering the profession but rather by large numbers of teachers migrating to
other schools or leaving the profession altogether (Ingersoll, 2000, 2001, 2002). Ingersoll’s
(2001) analysis of the national Schools and Staffing Survey and Teacher Follow-Up Survey
found that more than a third of beginning teachers leave the profession during the first 3 years,
and almost half leave after 5 years. It could be argued that much of this attrition is due to young
teachers, who, newlyemerging from their training, are given the hardest classes, the most unruly
students and are left, by and large, to enter their classroom, shut the classroom door, and fend for
themselves. Kelley (2004, p. 438) argues.

Although other professions provide transitional assistance for new members (e.g., residents in
medicine, interns in architecture, and associates in law), historically the education profession has
ignored the support needs of its new recruits and has been described as “the profession that eats
its young” (Halford, as cited in Renard, 1999, p. 227)

Although issues of induction into the teaching profession have come a long way
since this time, we could argue that we are still at the front end of the
development. Sharon Feiman-Nemser (2001, p. 17) argues:

There is growing interest in the problem of teacher induction and wide-spread support for the
idea of assigning experienced teachers to work with beginning teachers. Still, we know relatively
little about what thoughtful mentor teachers do, how they think about their work, and what
novices learn from their interactions with them.

Q.No:4

Examine the situation of professionalism in teacher

education institutions of Pakistan .Comment with reference
to your experiences.

Ans:
Teaching is deemed a profession with responsibility, trust and truthfulness. It
demands highest standards of professionalism which the teachers are expected to
demonstrate not only within the boundaries of an educational institution but
beyond the boundaries as well. Teachers through teaching transform the society
and set examples for the coming generations. The society expects that their
behavior reflects ethical and moral integrity. They are role models and their
conduct significantly influence upon their professional image. Their professional
role expects commitment to the students, the profession, the community and the
family.

With the advent of technology and impact of social media, ethical standards are being questioned
and multiple challenges are coming up. Teachersdeeply feel that they should develop a keen
awareness and sensitivity to a variety
of issues and situations they may encounter in daily contact with students,
families and the community. In order to cope with the ethical issues embedded
with social and cultural contexts, the teachers must practice ethical standards of
the teaching profession. Besides this, there has been a concern among ethics
experts about the general decline of ethics in teacher education programs. This
unit will discuss ethics, ethical conflicts and issues in teacher education. It will
also highlight ethical theory and practice for prospective teachers

Professionalism in Teacher Education.

Profession:
The concept of profession consists in a system of ethical principles expressible as duties or
obligation (David, 2012).
They get paid what they do.
Ground for generalization.

Professional:
Activities of different occupations.

Professionalism:
Requirements of particular class or category of occupation

Professional Ethics:

Professional ethics are acceptable standards of personal and business behavior,

value and guiding principles, Code of professional ethics are often established by
professional organization to aid and direct members in performing their functions
and duties according to required consistent ethical principles.
Professional ethics is conceived as an extra theoretical component in courses of
professional education, or the ethical aspects of professionalism are reduced to just so
many extra practical competencies acquired through training (David, 2000).
The virtue perspective emphasizes a person’s moral character. Virtues are a
person’s disposition to act in a certain way and are cultivated by practice in daily
life to facilitate a certain way of acting and living.

ETHICAL ISSUES PERTAINING TO THE ROLE OF

TEACHER:

Teaching is associated with physical, mental, social, psychological and moral upbringing of
students. Teacher plays a significant role in development of all aspects of life. The demand from
the teacher increases when she is performing her duties that what is the major responsibility of
teacher? To answer this question considered the major assumption which society expect that
teacher is a moral agent. Teacher is a role model; he/she has to perform according to the
requirements of cultural or traditional values. Carr, (2000) stated, the teachers are conceived as
the representative or custodian of a specific set of civilized standards and value predicted on a
traditionalist idea of education as the transmission of culture. Teachers play multiple tasks in
daily life; an imperative role is transmission of morality towards next generation. Teacher
performs moral duty formally and informally, he/she is considered to be same role inside and
outside the classroom.

Ways to transmit moral messages:

Show moral and ethical behavior himself
Model good behavior and attitudes in classroom
Story telling
Respecting students
Peaceful environment
Being nice, polite and thoughtful
Well behaved
The moral duty of teacher:
Handle students with care
Positive relationship with students and other staff members
Acting best interest of students
Classroom environment (Catherine. E, 2011).
Knowledge and expertise of teachers
Academic and theoretical knowledge
Cultural custodian
Facilitator of inquiry
Communicator, management, organization for effective teaching (Carr,
2000)
Using rapid incremental innovation
Empowering others
Emphasizing thinking over memorizing
Applying knowledge
Fitting one’s teaching to one’s own style
Maintain dignity of the student
Fairness
Responsibility (Joyce & Rober, 2003).

Q.No:5
What ethics issues are faced by elementary school
teachers? As an elementary schools how can you handle
such issues? Elaborate .

Ans:

ETHICAL ISSUES PERTAINING TO THE ROLE OF TEACHER.

Teaching is associated with physical, mental, social, psychological and moral

upbringing of students. Teacher plays a significant role in development of all
aspects of life. The demand from the teacher increases when she is performing
her duties that what is the major responsibility of teacher? To answer this
question considered the major assumption which society expect that teacher is
a moral agent. Teacher is a role model; he/she has to perform according to the
requirements of cultural or traditional values.

Carr, (2000) stated, the teachers are conceived as the representative or custodian of a specific
set of civilized standards and value predicted on a traditionalist idea of education as the
transmission of culture. Teachers play multiple tasks in daily life; an imperative role is
transmission of morality towards next generation. Teacher performs moral duty formally and
informally, he/she is considered to be same role inside and outside the classroom.

Ways to transmit moral messages:

Show moral and ethical behavior himself
Model good behavior and attitudes in classroom
Story telling
Respecting students
Peaceful environment
Being nice, polite and thoughtful
Well behaved
The moral duty of teacher:
Handle students with care.
Positive relationship with students and other staff members
Acting best interest of students
Classroom environment (Catherine. E, 2011).
Knowledge and expertise of teachers
Academic and theoretical knowledge
Cultural custodian
Facilitator of inquiry
Communicator, management, organization for effective teaching (Carr,
2000)
Using rapid incremental innovation
Empowering others
Emphasizing thinking over memorizing
Applying knowledge
Fitting one’s teaching to one’s own style
Maintain dignity of the student
Fairness
Responsibility (Joyce & Rober, 2003).

Ethical Role Pertaining to the Role of Teacher.

Moral Person:

Campbell,(2013) presented notion of teacher as a moral person. Teacher conveys

his/her thoughts, ideas, values to next generation deliberately or in deliberately.
The all positive and negative aspect of teacher personality is being part of
student’s personality. So, it is necessary for the teacher that he/she possesses good
ethical attributes. Now days, it is a big ethical issue towards teachers responsibility.

Moral Educator:

Teachers does not always been a good moral character. While this is the process
exchanging these virtues to their students. Teacher should consider consciously
that students are gaining these ethics directly or indirectly.

Student Teacher Relationship:

Teacher deals with students in their daily life, in these days student teacher
relationship is not based on attitudes, intentions and good moral values.

Self Awareness:
Take, for instance, the Education Act, where the ethical issues, associated with social, spiritual,
moral and civic values are implicit as both organizational principles and objects of elementary
and secondary education. Also, as far as teacher education is concerned, in the National Council
of Teacher Education (NCTE) and National Council of Educational Research and Training
(NCERT) which approves the legal regime of professional skills for teaching at pre-schools’’
elementary and secondary levels, the following emerge as components of basic training:
“cultural, social and ethical education covering preparation for the non-disciplinary curriculum
areas and reflection on the ethical and civic dimensions of the teaching profession”.

Current Ethical Issues

Corruption in Teacher Education

The major cause of ethical deterioration in education system is rapidly spreading corruption.
There was a time when corruption was only in Government offices, private institutions, police
stations etc. But, now a day’s corruption has spread its roots in education system also.
Corruption in the education sector can be defined as “the systematic use of public office for
private benefit, whose impact is significant on the availability and quality of educational goods
and services. Corruption in education can include bribes and illegal fees for admission and
examination; academic fraud; withholding teacher salaries; preferential promotion and
placement; charging students for “tutoring” sessions to cover the curriculum needed to pass
mandatory examinations which should have been taught in the classroom; and infrastructural
work.

Privatization of Educational Institutes

Privatization of education has emerged in several forms in the recent decade in India.
Government allowed to opens self-financing private teacher institutions with recognition,
which may be termed as commercial private teacher education institutions. With the
mushrooming of these private institutes in the modern era, the education has acquired the
status of a marketable commodity, where educational institutes are the traders and students
are the customers. These institutions started courses like B.Ed, D.Ed, M.Ed, BP.Ed and many
more without basic infrastructure and qualified teaching faculties. They are appointing those teachers
that are low salaried and far away from the standards. In this environment, teachers do not have any
Job security, so that they always do as management desire and they are morally down in the dumps.

Political Interference
The political interference is largely responsible for misuse of human resource management in education.
Political parties often use many teachers as their party workers and these teachers also participate
willingly in politics. Those teachers who are very close to political leaders have records of misconduct
and unethical behaviour such as irregularity in class teaching, becoming absent from the school without
taking leave. Political leaders, high-level bureaucrats and members of the teacher unions also attempt to
influence decision-making regarding the recruitment and transfer of teachers. Favouritism, nepotism
and bribes are major types of misconduct in teacher’s appointment, posting and transfer. So the moral
and ethical commitment of teachers has gradually decreased over the years due to political
interference.