La version fran莽aise est disponible ici.
Section I. Introduction
The mission of 澳客竞彩鈥檚 Bachelor of Education Program within the Department of Integrated Studies in Education (DISE) and the Department of Kinesiology and Physical Education (KPE) as well as the Master of Teaching and Learning (MATL) Program within DISE in cooperation with the Faculty of Education鈥檚 Internship and Student Affairs Office (ISA) is to prepare teachers who are knowledgeable, skillful, flexible, creative, and compassionate members of the profession guided by a sense of social and ethical responsibility in relation to their students and the wider society.
In keeping with the professional culture of teaching and learning, 澳客竞彩鈥檚 teacher education community believes that teaching and learning spaces should model such professional environments. 澳客竞彩鈥檚 teacher education community is committed to creating authentic opportunities where an understanding of teaching and learning is co-constructed between instructors and teacher candidates, teachers and learners, as well as peer-to-peer and beyond. In order for us to create these learning environments, we are expected to demonstrate awareness of, respect for, and commitment to, the behaviours and actions of professionals. We expect members of 澳客竞彩鈥檚 teacher education community, including teacher candidates, teaching assistants, lecturers, professors and community partners to be accountable to themselves and others, and to be engaged, collegial, and accessible. By doing so, 澳客竞彩鈥檚 teacher education community is more fully able to share together in the types of critical dialogue, creative thinking, and reflective practice expected of professionals.
澳客竞彩鈥檚 teacher education community is committed to nurturing a space where teacher candidates, teaching assistants, lecturers, professors and community partners can all engage in the exchange of ideas and dialogue, without fear of being made to feel unwelcome or unsafe on account of biological sex, sexual orientation, gender identity or expression, race/ethnicity, religion, linguistic and cultural background, age, physical or mental ability, or any other aspect integral to one's personhood. We therefore recognize that it is our individual and collective responsibility, to strive to establish and maintain an environment wherein all interactions are based on empathy and mutual respect for the person, acknowledging differences of perspectives, free from judgment, censure, and/or stigma.
Finally, 澳客竞彩鈥檚 teacher education community is charged with ensuring that all graduates of its programs have the requisite knowledge, skills, and attitudes required of the teaching profession and can meet standards of the Qu茅bec Professional Teacher Competencies to be eligible for professional certification as educators in the Province of Qu茅bec.
听
Section II. Goals and Rationale
The role of the teacher and the contexts of teaching have changed. Thus, new resources (knowledge, skills, attitudes) are required to practice the profession and meet the challenges of teaching and learning in whatever contexts teacher candidates may find themselves, and to engage in professional development individually and with others. Teachers enjoy, and should continue to enjoy, important freedoms and privileges. However, with certain freedoms come responsibilities and ethical challenges. Building on the past work of two Standing Committees of the Faculty of Education intent on promoting appropriate ethical and professional conduct, the following revision, renamed as the 澳客竞彩 Principles of Practice, Behaviour and Ethical Conduct for Teacher Candidates seeks to respond to, and address, the following needs:
- Address the interdependent duties, rights and responsibilities of teacher candidates, teaching assistants, lecturers, professors, field supervisors and community partners.
- Articulate and make explicit ethical principles that transcend disciplinary boundaries. These principles reflect the fundamental values that are expressed in the duties, rights and responsibilities of all involved in Teacher Education.
- Support the reasonable implementation of common principles. It is designed to help those involved in Teacher Education, as a matter of sound ethical reasoning, to understand and respect the contexts in which they work and accommodate the needs of others.
- Encourage continued reflection and thoughtful response to ethical issues. It does not seek definitive answers to all ethical questions or situations. Rather, in an effort towards transparency, collaboration and capacity building, it seeks to outline the guiding principles to ethical conduct and the expectation associated with those principles.
听
Section III. Framework for the Principles of Practice, Behaviour and Ethical Conduct for Teacher Candidates
The principles guiding practice, behaviour and ethical conduct are developed within an ever-evolving complex societal context, elements of which include the need for reflective action and ethical principles. Education is premised on a fundamental moral commitment to advance and construct knowledge and to ensure human understanding and respect for individual and collective well-being and integrity. The moral imperative of respect translates into the following guiding principles that assume a student-centred perspective reflected in the Qu茅bec Education Program as well as Qu茅bec Professional Teaching Competencies.
Guiding Principles of Practice, Behaviour and Ethical Conduct for Teacher Candidates
A. Act with Integrity
- Respect boundaries in all interactions, including social media, email and online citizenship to ensure objectivity and educator effectiveness as well as student learning or well-being
- Take into account how appe