EVALUATING PROSPECTIVE MATHEMATICS TEACHERS’ DEVELOPMENT OF ETHICAL KNOWLEDGE AND AWARENESS

Abstract

This study examines prospective mathematics teachers’ ethical knowledge and awareness development in an undergraduate course called ‘Morality and Ethics in Education’. Accordingly, prospective teachers' opinions regarding the ethical teacher and the unethical teacher were investigated through metaphors. The current study was designed as a case study and the data were collected from fifty-one prospective mathematics teachers studying at a university in Turkey through an open-ended questionnaire and reflective diaries. The findings show that the prospective teachers were satisfied with the ‘Morality and Ethics in Education’ course in general. It was effective and helpful to improve prospective teachers' ethical knowledge and awareness. In addition, the prospective teachers showed an interest in ethical values, such as justice, being a good role model and honesty. They describe the ethical teacher as being ‘of holy personality, a guide and professional’, and the unethical teacher as ‘useless and harmful’. In addition, the prospective teachers made a number of suggestions for undergraduate education in the context of improving ethical and moral values.

Keywords

• ethical
• morality
• prospective mathematics teachers
• case study