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Program-type analysis shows postgraduate courses generally include fewer mandatory ethics-related subjects, including traditional vehicles such as Foundations of Education.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/ethics-education-in-australian-preservice-teacher-programs-a-hidden-imperative/593697/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/ethics-education-in-australian-preservice-teacher-programs-a-hidden-imperative/593697.png","ImageObject",300,407,{"name":42,"@type":43},"4398046744996","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How did the authors investigate ethics course prevalence in Australian pre-service teacher programs?","Question",{"text":63,"@type":64},"They used a manual calendar search of ethics-related subjects required in teacher programs across 24 Australian universities and surveyed 26 university representatives.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What do the findings suggest about required standalone ethics subjects?",{"text":68,"@type":64},"The study finds a paucity of required standalone ethics subjects in pre-service teacher training programs despite recent AITSL accreditation requirements.",{"name":70,"@type":61,"acceptedAnswer":71},"How do program types differ in ethics-related subject requirements?",{"text":72,"@type":64},"When analyzed by program type, postgraduate programs generally show a much lower prevalence of mandatory ethics-related subjects, including those used to embed ethics traditionally.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593697,1793119724,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":11,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":138,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 5 | Article 1 |\n| --- | --- |\n| 2016\u003Cbr>Ethics Education in Australian Preservice Teacher Programs: A Hidden Imperative?\u003Cbr>Helen J. Boon\u003Cbr>James Cook University, [helen.boon@jcu.edu.au](helen.boon@jcu.edu.au)\u003Cbr>Bruce Maxwell\u003Cbr>University of Quebec at Trois-Rivières, [bruce.maxwell@uqtr.ca](bruce.maxwell@uqtr.ca) |  |\n\nRecommended Citation  \nBoon, H. J., & Maxwell, B. (2016). Ethics Education in Australian Preservice Teacher Programs: A Hidden Imperative?. Australian Journal of Teacher Education, 41 (5).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol41/iss5/1](http://ro.ecu.edu.au/ajte/vol41/iss5/1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss5/1](http://ro.ecu.edu.au/ajte/vol41/iss5/1)  \nEthics Education in Australian Preservice Teacher Programs: A Hidden  \nImperative?  \nHelen J Boon  \nJames Cook University  \nBruce Maxwell  \nUniversity of Quebec at Trois-Rivières  \nQuebec, Canada  \nAbstract: This paper provides a snapshot of the current approach to ethics  \neducation in accredited Australian pre-service teacher programs. Methods  \nincluded a manual calendar search of ethics related subjects required in  \nteacher programs using a sample of 24 Australian universities and a  \nsurvey of 26 university representatives. Findings show a paucity of  \nrequired standalone ethics subjects in the pre-service teacher training  \nprograms despite recent accreditation requirements by AITSL. When  \nanalysed by program type, the prevalence of an ethics related subject  \nrequirement in pre-service teacher programs revealed a concerning trend;  \npost graduate programs, as a general rule, had a much lower prevalence  \nof a mandatory ethics-related subject, including those subjects which are  \ntraditionally used as vehicles for embedding ethics, such as the  \nFoundations of Education. Notwithstanding, all respondents agreed that  \nthe value of ethics in pre-service teacher programs is irrefutable.  \nImplications for further research are discussed.  \nIntroduction  \nReported in this paper are findings of research that investigated the prevalence of ethics courses offered in accredited teacher training institutions in Australia. The impetus for this research stems from the long held societal and academic beliefs that because of its human focus teaching is, like medicine, grounded in ethical deliberations (e.g., Boon, Tobias, Baune, & Kennedy, 2009; Snook, 2003) . Teachers’ work is replete with considerations based on ethics: in pedagogical practices, in curricular content, in relationships with pupils, parents and colleagues, in assessment and evaluation, and so forth. And in enacting their duties teachers impart their moral values and beliefs to their charges both explicitly and implicitly. Yet much of this ethical dimension of teaching is automatic, hidden, rather than the subject of conscious reflection by the teachers (Blumenfeld-Jones, Senneville & Crawford, 2013; Bruneau, 1998; Mahony, 2009; Strike, 1989) . Clearly then, since teachers must have the capacity to apply ethical reasoning, it isan undisputed imperative that ethics and ethical reasoning must be formally taught through teacher training programs. This is why, historically, teacher education in Europe, Australia and North America focused on training prospective teachers to develop their moral compass, to enable them to be moral models for their charges.  \nGenerally speaking however, this aspect of teacher training began to recede as teacher education was taken over in the 1940s by universities. It was not till the 1980s, that the ethical dimensions of teaching began to emerge once again in academic discourse in an effort to reverse the trend in teacher training which had become increasingly concerned with the technical, skill related aspects of teaching, neglecting to devote time to the deliberation of questions about the value and purpose of education, questions grounded in","cbCaij3Dcz62jOOX","https://ap.wps.com/l/cbCaij3Dcz62jOOX","pdf",610201,21,"English","# Abstract\n# Introduction\n# The Australian Context","[{\"question\":\"How did the authors investigate ethics course prevalence in Australian pre-service teacher programs?\",\"answer\":\"They used a manual calendar search of ethics-related subjects required in teacher programs across 24 Australian universities and surveyed 26 university representatives.\"},{\"question\":\"What do the findings suggest about required standalone ethics subjects?\",\"answer\":\"The study finds a paucity of required standalone ethics subjects in pre-service teacher training programs despite recent AITSL accreditation requirements.\"},{\"question\":\"How do program types differ in ethics-related subject requirements?\",\"answer\":\"When analyzed by program type, postgraduate programs generally show a much lower prevalence of mandatory ethics-related subjects, including those used to embed ethics traditionally.\"}]","Ethics Education in Australian Preservice Teacher Programs - A Hidden Imperative? | PDF",1792077743,53]