Professional Teaching Ethics

Authors

Richard Muñoz Guzman Universidad César Vallejo, Perú https://orcid.org/0000-0002-6856-1176
Eduardo Jaulis Segovia Universidad Peruana Unión, Perú https://orcid.org/0000-0002-1683-9797

DOI:

https://doi.org/10.33936/rehuso.v10i2.6851

Keywords:

professional teaching ethics, school, students

Abstract

The main objective of this research work was to examine the scientific literature of the last 5 years related to the variable teacher professional ethics. The study was based on a descriptive literature review and academic articles were used as the main source of data. The databases Scopus, Scielo, Redalyc, and Eric were searched. Up to July 2024, 73 studies were identified in Scopus, 18 in Scielo, 21 in Redalyc, and 25 in Eric, totaling 137 studies. After an exhaustive cross-checking of documents, articles were discarded following the inclusion criteria, resulting in a sample of 15 studies, 11 qualitative, 3 cross-sectional and one descriptive study. The results show that in 3 research papers, the variable of professional teaching ethics is defined as a set of actions, a process or the commitment to the teaching function, evidencing dimensions of the variable, such as responsibility, honesty, justice, equality, empathy, fidelity, among others. These dimensions or pillars are fundamental to improve poor teaching practices such as inappropriate use of technology in the classroom, sexting and discrimination. The professional ethics of educators face numerous challenges, from its understanding to its application, which underscores the need to address various practices that could jeopardize the quality of education.

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