Exploring teachers' ethics training

The purpose of this exploratory case study was to explore and describe the experiences of seven teachers at a mainstream, secondary school in Johannesburg on the ethics training they received in their undergraduate years. The conceptual framework of this study was guided by constructs from the professional ethics perspective, deontological theory, consequentialist theory and virtue ethics. An interpretive paradigm and qualitative research methodology were used to understand participants’ experience of ethics training and how it equipped them to make ethical decisions in their daily work. Data were generated through a focus group and the findings suggested that the participants had contradictory experiences with some having received ethics training that was integrated into modules in their programme while others reported not receiving any ethics training at all.