Exploring Physical Education preservice teachers’ ethical dispositions during school placement
DOI:
https://doi.org/10.22456/1982-8918.147821Keywords:
Professional ethics, Initial teacher education, School placement, Physical Education, Ethical dispositionAbstract
Codes of ethics are essential components of high-quality education, considering they help uphold shared universal values. The role transition experienced during the school placement carries paradoxical notions between pre-established images of teaching and the reality experienced. The purpose of this study was to explore ethical dispositions of preservice teachers at the end of their school placement. We examined 74 school placement reports, written by preservice teachers enrolled in a master’s degree in teaching Physical Education at a Portuguese public university. We followed a qualitative methodology and performed thematic content analysis. Findings showed that the participants’ ethical dispositions were primarily reflected in their engagement in professional development, building effective relationships, personal conduct, commitment to pupils’ learning, teamwork, commitment to one’s own learning, pedagogical content knowledge, initiative and responsibility, embracing innovation, and critical and reflective analysis. Our findings support enhancing ethical training for new teachers throughout their initial teacher education.
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