Professional ethics in teaching: the need for a paradigm shift

The term “ethical conduct” brings to the fore a debate about the distinctions between codes of conduct and their purposes, and ethical principles and their place in the teaching profession. Some would argue that codes of conduct mandate specifi c behaviour in particular situations, but do not promote individual adherence to ethical principles. The grey areas in decision-making which confront most teachers on a regular basis arise in the face of competing interests and values. Codes of conduct may assist, but not give clear defi nition to teachers’ decisionmaking. In other words, the organisation or system can mandate what not to do in particular situations, but it is impossible to list all possible situations that may arise. This becomes the territory of ethical decision-making. The delivery of training related to codes of conduct may be possible. Training individuals to adhere to particular ethical principles when making decisions may not be possible. This paper addresses the challenges and constraints in the implementation of training and development programmes with regard to professional ethics in teaching in large education systems. The scope of the training and development challenge is revealed by posing a series of questions. Some of these questions go the heart of the professional learning discourse. The use of case studies as a professional learning strategy is explored and examples of cases are included.Proceedings of the 3rd biannual International Conference on Distance Education and Teachers’ Training in Africa (DETA) held at the University of Cape Coast, Cape Coast, Ghana, August 200