Values and Ethics and professional/vocational encounters


Every profession has its own ethics, values and code of conduct, similarly teaching has also its own Values and Ethics. Professional ethics primarily sometimes it is self-imposed, codes of conduct are documented by the government or by some legitimate authority. Teachers are supposed and expected to deliver certain duties and responsibilities in some ethical manner. I am committed being a professional; if I am thinking myself as a professional then I am committed to that code of conduct.

The hallmark of any profession is the commitment of its members to a code of ethics, which set out professional Values and Responsibilities. In order to establish our code of values and professional practice we affirm our commitment to these values and set our aspirations (Eddie Le Ardle 2004, North Ireland).

I found a very interesting Article “A comparative analysis of primary teacher professionalism in England and Finland” It discussed and studied about teacher professionalism between two countries; both countries have different educational models and different approach. I will write about this article in my next blog.

Values and ethics in PLANNING:

In our first online session, planning of teaching we learnt about importance of planning in teaching. Teachers or planners decide about content, teaching methods and study materials. In social sciences subjects, books or relevant articles/journals are main source of information. At Vocational Institutes, proper planning should be made considering the number of students and their needs. Especially, in a multicultural environment, where students are from different backgrounds, they have their own understanding levels. In Finland, at most of the Universities of Applied Sciences, offer many undergraduate and graduate programs which are conducted in English and students are from different countries, teachers plan well considering students and their needs.

Values and Ethics in Assessment and Feedback:

Providing quality information to students about their learning, the teachers have a vital role in increasing their students’ own ability for understanding the self-regulation process. They are also an essential source of external feedback. Traditionally, feedback from teachers has been a source where students can evaluate progress. Allowing peer dialogue in understanding the feedback, providing opportunities to close the gap between current and desired performance, at the time of providing feedback it is important that after reading that a student should have a positive feeling about that feedback. In adult education, students are more concerned with assessment, as it effect their future-plans, motivation and students have societal expectations etc.

Values and Ethics in Teaching and guiding methods:

Teachers help students learn the academic basics, but they also teach valuable life lessons by setting a positive example. As role models, teachers must follow the professional code of ethics, at any educational establishment students matter the most. Each teacher has an obligation to respect the dignity, rights and opinion of others, must show and demonstrate high standards of professional practice and protect students from harm and unfairness. Teachers require cooperating with fellow teachers, parents and administrators to create an atmosphere that is conducive to learning.

Values and Ethics in Special need education:

Students with special needs often benefit from an array of alternative instructional strategies, usually special code of conduct are established. Teachers/tutors nurture the academic, psychological, physical, and social potential of students with special needs. Teachers/tutors respect the inherent dignity and worth of the students with whom they work and apply their professional knowledge to create a professional and supportive environment for children with special needs.

Values and Ethics in Legal Issues:

Education is an on-going process, every educational establishment has its own set of rules and all stakeholders are supposed to follow rules. In Finland, I never faced a situation where a teacher need to abide legal thing. In a scenario, where conflict happens and teacher needs to solve the issue by deviating the rules, it all depends on the nature of legal issue.

Values and Ethics in Intercultural and international issues

The aims of Intercultural education are to deal with this diversity in a positive way and see the advantages of it instead of seeing it as a problem i.e. not only tolerate it but directly take advantage of all the possibilities and richness that a diverse classroom offers our students as learners and us as teachers. In Finland, most of the University of Applied Sciences offers intercultural education with mode of instruction as English. Students come from different educational background and with different Values. I came Finland for bachelor level education and my classroom mates were from different countries, one student got late to class almost every day and teacher every day reminds him to come on time, but student took time to adapt this new habit. In an intercultural environment, teacher must listen students even more carefully and must try to understand student’s perspective and true meaning.



  1. Hi Iatazaz! Interesting topic, isn’t it! I liked your example on values and ethics in international issues and how one of your study mates was late every morning. That wouldn’t be easy for a Finnish teacher. That reminds me of a time when I was working in another place here in Australia and every single day someone was ten or fifteen minutes late from their shift. I think I was the only one who cared. Since then I have definitely become more understanding of the culture and even learned some of those habits. Well, maybe I can turn up three minutes late but not later than that. It is very important that the teacher can understand their students’ backgrounds and cultures and treat everyone equally.


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