Abstract
In this chapter, the author explores the nature of the professional ethics of Finnish teachers. She argues that having a high sense of professional ethics is one of the most important resources in maintaining hope and optimism in the very challenging work of teaching. Four values behind the teacher’s professional ethics are identified. They are human worth, honesty, justice, and freedom. These values guide all the interactions between teachers and their students, parents, and their colleagues. Using data from five schools in Finland about the values underlying teachers’ professional ethics, the author illustrates how they are important in a pedagogical context, especially in creating a pedagogical environment that is sensitive to numerous individual backgrounds.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Albrecht, K. (2006). Social intelligence: The new science of success. San Francisco, CA: Jossey-Bass.
Bebeau, M., Rest, J., & Narvaez, D. (1999). Beyond the promise: A perspective on research in moral education. Educational Researcher, 28, 18–26.
Campbell, E. (2003). The ethical teacher. Maidenhead-Philadelphia: Open University Press.
Code of Ethics for Finnish Teachers. (1998). Helsinki: Trade Union of Education in Finland.
Colby, A., & Damon, W. (1992). Some do care: Contemporary lives of moral commitment. New York: Free Press.
Colby, A., & Damon, W. (1995). The development of extraordinary commitment. In M. Killen & D. Hart (Eds.), Morality in everyday life: Developmental perspectives (pp. 343–369). New York: Cambridge University Press.
Colnerud, G. (1997). Ethical conflicts in teaching. Teaching and Teacher Education, 13, 627–635.
Goleman, D. (2006). Social intelligence. New York: Bantam Books.
Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal leadership: Realizing the power of emotional intelligence. Boston: Harvard Business School Press.
Hanhimäki, E., & Tirri, K. (2008). The moral role and characteristics of Finnish urban school principals. Journal of Research in Character Education, 6, 53–65.
Hanhimäki, E., & Tirri, K. (2009). Education for ethically sensitive teaching in critical incidents at school. Journal of Education for Teaching, 35, 107–121.
Husu, J., & Tirri, K. (2001). Teachers’ ethical choices in sociomoral settings. Journal of Moral Education, 30, 361–375.
Husu, J., & Tirri, K. (2003). A case study approach to study one teacher’s moral reflection. Teaching and Teacher Education, 19, 345–357.
Husu, J., & Tirri, K. (2007). Developing whole school pedagogical values – a case of going through the ethos of “good schooling”. Teaching and Teacher Education, 23, 390–401.
Jackson, P.W., Boostrom, R. E., & Hansen, D. T. (1993). The moral life of schools. San Francisco: Jossey-Bass.
Lyons, N. (1990). Dilemmas of knowing: Ethical and epistemological dimensions of teacher’s work and development. Harvard Educational Review, 60, 159–181.
McCadden, B. (1998). It’s hard to be good. New York: Peter Lang.
Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York: Teachers College Press.
Nokelainen, P., & Tirri, K. (2007). Empirical investigation of Finnish school principals’ emotional leadership competencies. In S. Saari & T. Varis (Eds.), Ammatillinen kasvu. Professional growth. Festschrift for Pekka Ruohotie (pp. 424–38), Helsinki: OKKA.
Oser, F. (1994). Moral perspectives on teaching. Review of Research in Education, 20, 57–128.
Sockett, H. (1993). The moral base for teacher professionalism. New York: Teachers College Press.
Tirri, K. (1999). Teachers’ perceptions of moral dilemmas at school. Journal of Moral Education, 28, 31–47.
Tirri, K. (2003). The teacher’s integrity. In F. Oser & W. Veugelers (Eds.), Teaching in moral and democratic education. Bern: Peter Lang.
Tirri, K. (Ed.). (2008). Educating moral sensibilities in urban schools. Rotterdam; Taipei: Sense Publishers.
Tirri, K., & Husu, J. (2002). Care and responsibility in “the best interest of the child”: relational voices of ethical dilemmas in teaching. Teachers and Teaching, 8, 65–80.
Tirri, K., & Husu, J. (2006). Pedagogical values behind teachers’ reflection of school ethos. In M. B. Klein (Ed.), New teaching and teacher issues (pp. 163–182). New York: Nova Science publishers.
Tirri, K., Husu, J., & Kansanen, P. (1999). The epistemological stance between the knower and the known. Teaching and Teacher Education, 15, 911–922.
Tirri, K., & Puolimatka, T. (2000). Teacher authority in schools: A case study from Finland. Journal of Education for Teaching, 26, 157–165.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Tirri, K. (2010). Teacher Values Underlying Professional Ethics. In: Lovat, T., Toomey, R., Clement, N. (eds) International Research Handbook on Values Education and Student Wellbeing. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-8675-4_9
Download citation
DOI: https://doi.org/10.1007/978-90-481-8675-4_9
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-8674-7
Online ISBN: 978-90-481-8675-4
eBook Packages: Humanities, Social Sciences and LawEducation (R0)