Learning, Teaching and Leadership

Coming soon… “Ethics and Integrity in Teacher Education” (Eaton & Khan, eds.)

 One of the best things about being on Research and Scholarship Leave (RSL, also known as “sabbatical”) is having time to write and do research. I’m super excited to share that my friend and colleague, Dr. Zeenath Reza Khan, and I have just submitted a manuscript for our edited volume, Ethics and Integrity in Teacher Education.

This book was two years in the making. Zeenath and I are both educators in higher education, but like so many others who work in academic integrity, we often hear that students arrive at post-secondary institutions ill-prepared for what awaits them, including expectations about how to uphold and enact academic integrity. We hear cries of frustration that academic integrity education must start much earlier – and we agree. However, for that to happen, teacher trainees must receive direct and explicit training about how to teach concepts and skills related to academic integrity. If this is not embedded within their pre-service teacher education, the teachers themselves are ill equipped to provide students with this important ethical foundation in K-12 education.

We sought out some of the most highly qualified experts in the world on ethics and integrity for this volume. The result is a specialized team of elite scholars from Canada, the US, the UK, Australia, Mexico, Sweden, and the UAE who have contributed chapters on various topics related to how to teach academic integrity and ethics in teacher training programs and in K-12 education.

Here is a “sneak peek” about what to expect…

• Table of Contents
• Acknowledgements
• Preface
• Chapter 01: Ethics in Teacher Training: An Overview – Sarah Elaine Eaton (Canada) and Zeenath Reza Khan (UAE)
• Chapter 02: Embedding principles related to academic integrity in teacher education in Australia – Ann Rogerson (Australia), Claire Rogerson (Australia), and Tiffani Apps (Australia)
• Chapter 03: Using Codes of Professional Ethics and Conduct in Teacher Education: Pitfalls and Best Practice – Daniella Forster (Australia) and Bruce Maxwell (Canada)
• Chapter 04: Preparing Preservice Teachers to Teach Academic Integrity and Ethics – Sonja Bjelobaba (Sweden) and Marita Cronqvist (Sweden)
• Chapter 05: Ethics education in teacher education: a comparative study of teacher education programs embedding ethics education into teacher education curriculum – Afnan Boutid (UAE) and Stephanie Martin (UAE)
• Chapter 06:  Starting from a Place of Academic Integrity: Building Trust with Online Students – Astrid Kendrick (Canada)
• Chapter 07: The Role of Compassion in Academic Integrity Management Processes –  Luis I. Guerrero-Martínez (Mexico), Pablo Ayala-Enríquez (Mexico), and Jean Guerrero-Dib (Mexico)
• Chapter 08: Formalising Preservice Teacher Training to Work with Parents to Promote Academic Integrity in K-12 Education – Brenda M. Stoesz (Canada)
• Chapter 09:  Proposing a preservice teacher-training module to manage parental involvement in K-12 assessments – Zeenath Reza Khan (UAE) and Veena Mulani (UAE)
• Chapter 10: Incorporating Ethics into Everyday Classroom in Science Education – Shivadas D. Sivasubramaniam (UK)
• Chapter 11:  Educational Integrity in Schools: A Framework for Young Learners – Irene Glendinning (UK)

This book will be part of the Ethics and Integrity in Educational Contexts book series, published by Springer.

We do not yet have an exact date of when the book will be published, but we expect it might be in late 2022 or early 2023. We’ll provide updates on this blog and on social media about the progress of the book.

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Sarah Elaine Eaton, PhD, is a faculty member in the Werklund School of Education, and the Educational Leader in Residence, Academic Integrity, University of Calgary, Canada. Opinions are my own and do not represent those of the University of Calgary.