Date of Award
Doctor of Philosophy - School Psychology
Dr. Jillian Dawes & Dr. Luis Aguerrevere
Dr. Paula Griffin
Dr. Frankie Clark
Dr. Nina Ellis-Hervey
Dr. Daniel F. McCleary
The first purpose of this research was to explore the prevalence, methods of instruction, and perceived value of professional ethics, ethical decision-making, and interdisciplinary collaboration in teacher preparation programs throughout the U.S. These factors were addressed using the Ethics Training and Curriculum Survey (ETCS). Participants for the ETCS included teacher educators (n = 977) from CAEP accredited preparation programs. Survey results suggest that professional ethics is widely addressed throughout CAEP accredited programs, but that instruction in ethical decision-making varies considerably. To connect these findings with practice, a second purpose of this study was to explore how educators make ethical decisions, using the Inventory of Ethical Decision-Making and Collaboration (IEDMC), and, following this investigation, to identify meaningful clusters of educators. Participants for the IEDMC survey were certified teachers (n = 482), Pre-Kindergarten through 12th grade. Participants reported feeling unprepared to make ethical decisions, despite training and access to codes of ethics. Two meaningful clusters were found, based on differences between training, use of ethical decision-making models, years of experience, presence of a school psychologist, and accreditation status of preparation programs. The culmination of results illustrates a continued gap between preparation and practice. Discussion and implications follow.
McCreary, Brittany, "Professional Ethics, Decision-Making, and Interdisciplinary Collaboration: An Exploration of Teacher Preparation Programs and Practice" (2019). Electronic Theses and Dissertations. 254.
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