Abstract:

The purpose of this exploratory case study was to explore and describe the experiences of twelve teachers (n 12) at two mainstream schools in Pretoria, South Africa, on their undergraduate ethics training. The conceptual framework supporting this study was guided by constructs from the professional ethics perspective, the deontological perspective, consequential theory, and virtue ethics. Guided by an interpretivist paradigm, this qualitative exploratory case study provided insight into the teachers’ undergraduate ethics training and how it equipped them to make ethical decisions relating to learners with special educational needs. Data were generated through two focus groups and captured by means of audio recordings that were transcribed. Data were analyzed by means of an inductive thematic approach. The findings suggested that the participants had contradictory experiences, with some having received ethics training that was integrated into modules in their undergraduate training while others reported not receiving any ethics training at all. All the participants felt that their training was inadequate, and they experienced feelings of uncertainty when required to make ethical decisions; thus, they felt insufficiently trained to support learners with special educational needs. In the absence of adequate training, they relied on mentoring by other staff to guide them, their cultural and religious beliefs, their personal values, their own understanding of right and wrong, and the Constitution of South Africa to resolve ethical dilemmas. The participants recommended that future in-service and undergraduate ethics training should reflect the contexts in which they work. It should also equip them emotionally to manage moral stress and enable them to have an adequate understanding of their moral responsibilities. The participants suggested that institutions should provide a specific module on ethics in future teacher training programs. They further indicated that a refresher ethics course for in-service teachers, as well as a formal induction program for new teachers, would be beneficial for them to achieve good teaching practices.

Keywords:

Special educational needs, ethics training, ethical dilemmas, undergraduate training, in-service training.