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ERIC Number: EJ1193795
Record Type: Journal
Publication Date: 2018
Pages: 19
Abstractor: ERIC
ISSN: ISSN-1536-3031
Pre-Service Teachers' Pliable Perceptions of Ethical Practices in Student Evaluation
Bergman, Daniel Jay
Issues in Teacher Education, v27 n3 p5-23 Fall 2018
In the classroom and beyond, teachers are viewed as exemplars of ethical behavior, clearly and confidently discerning between right and wrong. Despite the availability of resources for ethics instruction, ethical uncertainty and public scrutiny continue to confuse and distress classroom teachers, novice and veteran alike, about their role in student evaluation. The purpose of this current study is to further investigate pre-service teachers' perceptions of ethical evaluation and determine what changes, if any, occur after a semester-long undergraduate course in foundations of education (history, philosophy, ethics). Participants (N = 221) included all undergraduate pre-service teachers at a large urban Midwestern university who were enrolled in a required teacher education course, "Philosophical, Historical, and Ethical Foundations of Education." The data-collection instrument used in this study was adapted from a tool developed by Green et al. (2007) to survey teachers and administrators. The instrument contains 36 scenarios of classroom evaluation and testing, based on authentic experiences as well as assessment and evaluation standards documents. Results indicate that following the one-semester foundations course, pre-service teachers' perceptions of ethical practice become more similar to that of in-service teachers and educational leaders. Pre-service teachers in this study seem to struggle with determining ethical behavior related to specific instructor decisions about grading and maintaining objectivity.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A