Tomoo Adachi

Assistant Professor, The United Graduate School of Professional Teacher Education, Kyoto University of Education *Profile is at the time of the award.

2024Inamori Research GrantsHumanities & Sociology

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Research topics: Development of support program for creating a code of ethics by teachers

Keyword

Summary: Professional ethics is considered, from an individual perspective, "the ability to think systematically about specific ethical issues" and, from a societal perspective, "the rules that are structured interactively between the profession and society". The embodiment of professional ethics is considered to be a code of ethics. However, there is no code of ethics for teachers in Japan. The purpose of this study is to develop a program in which teachers themselves create their own code of ethics. This study aims to help teachers who participate in the program become aware of their own professional ethics and professionalism, and also to create a new dialogue between education and society.

Message

My specialty is psychotherapy, not pedagogy. However, I believe that dialogue that I learned in psychotherapy is also very important in pedagogy. The point of this study is also dialogue. Through this study, I would like to engage in dialogue not only with teachers, but also with many other people.

Outline of Research Achievments

The Code of Ethics embodies the professionalism and ethics of a professional. In this study, we developed an support program for creating a code of ethics by teachers with the aim of deepening their understanding of their own professionalism and ethics. The program consisted of 15 sessions, each lasting 90 minutes, and emphasized self-reflection and group discussion. The program was implemented at graduate school of teacher education with 12 graduate students who has just graduated from university and 8 graduate students who are currently teachers, and its effects were measured quantitatively and qualitatively. The results showed that graduate students who has just graduated from university found group discussions meaningful and became aware of their own agency and proactivity as teachers. Meanwhile, current graduate students who are currently teachers found group discussions difficult but became aware of the social nature and significance of teaching. Going forward, it is necessary to revise the program content and refine group composition to further enrich group discussions.

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