Study On Ontario’s Teacher Code From The Perspective Of The Construction Of Teachers’Professional Ethics

In view of the particularity of teaching profession and the important influence of professional ethics on teacher quality and education quality, many countries and regions have developed teacher code to guide and regulate teachers’ethics and practice. Developing code scientifically and implementing code earnestly has become an important step of the construction of teachers’morality system. The Ontario College of Teachers as a professional self-regulatory body for teaching is responsible for developing and implementing Ontario’s teacher code, the Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession. Design and development of the teacher code costs four years and is based on full research and investigation. The content of the code emphasizes professionalism, and the implementation of the code gets the good results. We can get inspiration about the construction of our teachers’morality system from Ontario’s experience.The thesis includes seven parts, which reflect our present situation on the basis of Ontario’s experience and show on the road for our construction of teachers’morality system.Part one introduces the reasons of the study, the literature review, the research idea and method, and defines a few main concepts.Part two analyses the developmental background of the Ontario’s teacher code, reveals that the development of Ontario’s teacher code is with the educational reform in1990s and in order to facilitate the education specialization and the teacher professional development, which reflects the spirit of the time and professionalism.Part three details the developmental process of the Ontario’s teacher code, which is to guide teachers’professional practice and professional ethics. The draft of the code gets the widening participation of the public and the teacher, listens to the suggestions and recommendations of Industry inside and outside. The developmental process of the Ontario’s teacher code is transparent and respects the professionalism of education and teacher profession.Part four compares the content of2000edition and that of2006revised edition, and analyses deeply the content of2006edition. Research shows that the content of teacher code is in the perspective of teaching specialization and teacher professional development and insists on student-oriented. It shows how to achieve them with putting forwards the principles and requirements. The maneuverability of the code is strong.Part five describes the strategy about how to implement the teacher code. Through the Case Institute, Ontario College of Teachers sets up the direct contact between the teacher code and teaching practice and teachers’daily life. Case work was adopted as the main method of the implementation, and OCT provides necessary guidance and support for the use of Case Work. The implementation gets the good result.Part six points out that the construction of our teachers’morality system should effort to be close to teachers’life, contribute to teacher professional construction, and have strong maneuverability.Part seven summarizes the thesis.