MBEYA UNIVERSITY OF SCIENCE AND TECHNOLOGY
COLLEGE OF SCIENCE AND TECHNICAL EDUCATION
(CoSTE)
DEPARTMENT OF TECHNICAL EDUCATION
STUDY GUIDE
MODULE NAME: PROFESSIONALISM AND ETHICS IN
EDUCATION
MODULE CODE : TE 8401
NUMBER OF CREDIT :6
LECTURE HOURS :30
QUALIFICATION/LEVEL: BACHELOR DEGREE
SEMESTER :I
ACADEMIC YEAR : 2024/2025
COURSE MASTER : Rev. DR. ENERICO JOHN
SUMBIZI
1. COURSE DESCRIPTION
This course introduces students to the basic concepts of ethics and
professionalism and how they are applied to teacher education. The course is
dived into eighteen topics, presented under two broad parts. Part, one
covers the concept of ethics under eight topics whereas part two covers the
concept of professionalism under ten topics. The course provides a brief
synthesis of the two terms; professionalism and ethics as used in education
endeavors. The course provides a solid foundation for a student teacher into
becoming an effective and quality teacher that will serve in the interest of
the community and government at large by equipping them with sound
knowledge on ethical behavior and professionalism requisites of a teacher.
2. AIM OF THE COURSE
The aim of this course is to introduce students to ethics in general with
special emphasis on the necessary professional ethics, moral issues and
codes of conduct for their work as teachers.
3. COURSE OBJECTIVES
It is expected that by the end of this course students should be able to:
Explain clearly the antecedence of ethics as distinct philosophical
discipline.
Distinguish between ethics, values, morals and laws.
Describe the professional ethics.
Identify sources of professional ethics in teaching.
Discuss the ethical context in which teachers have to function.
Determine whether teachers belong to a profession, and, if so, identify
what governs their professional ethics.
Explain the meaning and rationale of various teaching ethics.
Name the general areas to which professional teaching ethics apply.
2
Identify and explain the three main elements of code of teacher
professional conduct:
(i) Concern for the student,
(ii) Concern for the public,
(iii) Concern for teaching as a profession.
Make a critical examination of the professional code of conduct for
teachers in Tanzania.
Apply ethical systems and theories in professional conducts within and
without educational institutions.
4. TEACHING AND LEARNING ACTIVITIES
This module will be carried through lectures and seminars in blended mode
5. MODE OF ASSESSMENT
Course work 40%
University Examination 60%
Distribution of CA is indicated in the manner tabulated below;
ASSESSMENT MARKS
Assignments 20%
Book report (5)
Moodle activity (5)
Group work (5)
Individual presentation (5)
Test 1& 2 20%
Semester Examination 60%
Total 100%
6. CONTACTS
Office Location CoSTE, Second Floor Room 2009
Mobile No. +255622238083/+255710822050
Emails:
mbizisu1@[Link]/[Link]@[Link]
Day Time Venue ACTIVITY
Monday-Friday 8 : 30–3: 40 PM Consult Time Consultation
Table
3
7. COURSE CONTENT
A. Conceptualization of Ethics and Morality.
B. Concept of value.
C. Types of Ethics.
D. Ethical systems and Theories
E. Criteria for taking ethical decisions.
F. Moral Education Thinkers/Philosophers
i. Ancient Thinkers/Philosophers
ii. Modern Thinkers /Philosophers
G. Introduction to Moral Philosophy
H. Different Religious and Philosophical Ethical Systems.
I. Professional ethics and meaning.
J. Teachers Professionalism and Vocationalism
K. Morality and moral issues in Education.
L. Grounds of Moral Practices in Tanzania
M. Parameter or Dimension of Teachers Moral Engagement
N. Teachers Moral Education Roles
O. Ethical dimensions in professional undertakings
P. Teacher as a Public servant and the core code of conduct for public
servants.
Q. The principal conditions of Teachers Service.
R. Teacher relations with other parties.
S. Teacher with Public Property.
T. Disciplinary actions for Misconduct.
U. Teachers’ Code of Professional Conducts.
V. Teaching in the 21st Century
8. MODULE STRUCTURE
4
The module structure depicts the timing of various events and learning contents to be covered.
Learning
Week
Content Details Event
Introduction, a) Study guide and a) Familiarization
Ethical systems general introduction to and introducing the
and theories in concepts related to module
education ethics and b) Lecture and
professionalism in Assignment 1
education
1-3 b) Analyzing and
examining ethical
systems and theories as
they relate to teacher’s
professionalism
Concepts of Defining ethics, Lecture and Test 1
values, ethics, describing and
morals, morality explaining ethical
4-7 and laws in systems and theories
education morals, morality and law
as applied in teacher
professionalism
Religious ethical Assessing the Lecture and
system relationship between Assignment 2
ethics and major
8
religious belief system
as the among sources of
morality
Professionalism Defining profession, Lecture and Test 2
and professional professionalism and
ethics in describe emerging and
9-10 Education development of
teachers’
professionalism in
Tanzania
Public servants Describe teachers as Lecture and
code of conducts, public servants and Assignment 3
teacher code of professionals, examine
11-12
professional code professional
of conduct. development requisite
for teachers.
13-14 Responsibility and Analyses ways of Lectures
disciplinary teaching morals in
matters schools and summarize
5
disciplinary matters
facing teacher in
Tanzania and the
responsibilities of
teachers to students,
community, nation and
their profession
15- EXAMINATION SESSION AND CLOSURE OF SEMESTER II
REFERENCES
1. Jane Austen et al (2017). Professionalism and Ethics in Teaching. Create
Space Independent Publishing Platform
2. Bruce Maxwell (2008). Professional Ethics Education: Studies in
Compassionate Empathy. Springer Science & Business Media
3. Kenneth A. Strike (2006). Ethical Leadership in Schools: Creating
Community in an Environment of Accountability. Corwin Press
4. Liz Bondi (2011). Towards Professional Wisdom: Practical Deliberation in
the People Professions. Ashgate Publishing, Ltd.
5. The United Republic of Tanzania (2002). Code of Ethics and Conduct for
the Public Service. Government Printer, Dar es Salaam.
6. Van Nuland, S. (2009). Teacher codes: learning from experience. Paris:
UNESCO (IIEP).
7. Careers Skills Library. (1998). Professional ethics and Etiquette. Ferguson:
Facts on File, Inc.
8. Oakley, J. & Cocking, D. (2001). Virtue Ethics and Professional roles. UK:
Cambridge University Press.
9. Carr, D. (2000). Professionalism and Ethics in Teaching. London: Taylor &
Francis Group
10. Kernagan,k.& Langford,J. (2014). The Responsible Public Servant (2 nd
Ed). Canada: the Institute of Public Administration.
11. Dobrin, A. (Ed.) (2002). Religious Ethics: A Sourcebook. USA: Hofstra
University
12. Thomas, R. M. (1997). Moral Development Theories-Secular And
6
Religious: A Comparative Study. London: Greenwood Press.
13. OECD (2011), Public Servants as Partners for Growth: Toward a
Stronger, Leaner and More Equitable Workforce. Paris: OECD
Publishing.
14. Knapp, S., Gottlieb, M. C., & Handelsman, M. M. (2018). The benefits of
adopting a positive perspective in ethics education. Training and
Education in Professional Psychology,12(3),196-
202. [Link]
15. Singer, P. (2011). The Expanding Circle Ethics: Evolution, and Moral
Progress. 41 William Street, Princeton, New Jersey: Princeton University
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