Integrating Ethics and Morality in the Teaching Profession
محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)
1 - Department of English Language Teaching, Ur. C., Islamic Azad University, Urmia, Iran
کلید واژه: Assessment, Curriculum, Education, Ethics, EFL, Teaching,
چکیده مقاله :
Integrating ethical principles into English as a Foreign Language (EFL) teaching is vital for fostering fairness, respect, and moral development. This paper reviews educational ethics literature and proposes practical strategies for embedding ethics in three areas of classroom practice: student assessment, curriculum development, and teacher–student relationships. Beyond synthesis, it introduces a critical framework examining the tensions between deontological, consequentialist, and virtue ethics approaches, particularly in cross-cultural EFL contexts. A thematic analysis of scholarly contributions highlights practices such as transparent grading rubrics, culturally sensitive material selection, and equitable interpersonal dynamics that support integrity and mutual respect. The paper further argues that ethical integration should extend to teacher education programs and institutional curriculum design. By presenting concrete guidelines, this study bridges the gap between ethical theory and practice in language teaching and offers actionable insights for educators, policymakers, and curriculum designers seeking to align pedagogy with ethical imperatives.
Integrating ethical principles into English as a Foreign Language (EFL) teaching is vital for fostering fairness, respect, and moral development. This paper reviews educational ethics literature and proposes practical strategies for embedding ethics in three areas of classroom practice: student assessment, curriculum development, and teacher–student relationships. Beyond synthesis, it introduces a critical framework examining the tensions between deontological, consequentialist, and virtue ethics approaches, particularly in cross-cultural EFL contexts. A thematic analysis of scholarly contributions highlights practices such as transparent grading rubrics, culturally sensitive material selection, and equitable interpersonal dynamics that support integrity and mutual respect. The paper further argues that ethical integration should extend to teacher education programs and institutional curriculum design. By presenting concrete guidelines, this study bridges the gap between ethical theory and practice in language teaching and offers actionable insights for educators, policymakers, and curriculum designers seeking to align pedagogy with ethical imperatives.
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