Designing a Professional Ethics Charter for Iranian Pre-Service Teachers Based on the Teachings of Pragmatism and Transcendent Philosophy

Subject Areas : Education

Soghra Bagherzadeh ¹ , Rasoul Berjisian ² , jahanbakhsh rahmani ³

1 -
2 - Farhangian University esfahan branch
3 - Assistant Professor of Philosophy, Islamic Azad UniversityIsfahan (Khorasgan) Branch, Isfahan, Iran

Received: 2025-07-22 Accepted : 2025-10-11 Published : 2025-11-15

Keywords: Professional Ethical Charter, Student-Teachers, Pragmatism, Transcendent Philosophy, Education, Thematic Analysis,

Abstract :

Introduction: In contemporary educational systems, the development of a professional code of ethics for future teachers—particularly student-teachers—is an undeniable necessity. This necessity stems from their educational, cultural, and social responsibilities. The present study aims to design a localized and theoretically grounded professional ethical charter for Iranian student-teachers. Drawing upon an integrative philosophical approach, it combines key principles from pragmatism and Transcendent Philosophy (Hikmat-e Muta'aliyah) to construct a practical and ethically sound framework.

Research Methodology: This study adopts a qualitative approach using thematic analysis. Data were collected through document analysis and semi-structured interviews with 18 experts in the field of education. The analysis yielded 124 basic themes, 24 organizing themes, and 6 overarching global themes. These include: “ethical commitment in education,” “moral rationality,” “relational ethics,” “ethical-pedagogical action,” “educational ethics in pragmatism,” and “spiritual ethics in Transcendent Philosophy.”

Findings: The findings indicate that pragmatism, with its focus on experiential learning, participatory education, and applied ethics, and Transcendent Philosophy, emphasizing spiritual self-cultivation, divine rationality, and metaphysical perfection, each offer complementary dimensions to teacher ethics. The proposed ethical charter, grounded in a balanced synthesis of practical wisdom, lived experience, and a theocentric worldview, provides an innovative and effective model for enhancing the professional identity of Iranian student-teachers.

Conclusion: Theoretically, this study opens new horizons in the domain of teacher professional ethics. Practically, it offers a strategic framework for policymaking and teacher education planning in Iran.

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