ACKNOWLEDGEMENT

It is with the intense indebtedness to signify the adherent individuals who had assist the

student teacher during the span of their training as practice teacher. People who helped them

prepare for the task of being a teacher and for making their training fruitful and meaningful

experience.

First and foremost, we want to express our deepest thanks to our GOD that gives us life,

wisdom, strength, good health and blessings in our everyday life.

We would like to convey our appreciation to DR. GABRIEL G. URIARTE, the president and

father of Colegio de San Gabriel Arcangel, for the guidance and reminders and to DR. LUCINA

URIARTE, for the moral support.

To the faculty of College of Education, especially to DR. ANGELICA DC. BARRO, the

College Dean, to Professor TERESITA SANCHEZ, our Practicum Supervisor, to Ma’am CYNTHIA

SARMIENTO, our Instructional Officer for all their patience and encouragement which

motivated us to continue learning.

To MS. TERESITA REYES, Preparatory Adviser, to MS. PRINCESS ENARIO, Grade II-

Heraclitus’ adviser, to MS. MARIJANE REYES, Grade V-Confucius’ Adviser, and to MRS. MARY

THIEL, Grade VI- adviser, our cooperating teachers during our In- Campus Training in Colegio de

San Gabriel Arcangel. And also to MRS. JANET O. POLICARPIO, SIR BENJAMIN, who imparted us

their knowledge and their experiences, for inspirational messages that helped us to be

prepared for our Out- Campus Training.

To MRS. LOURDES O. SOLOMON, the school principal of Tungkong Mangga Elementary

School, for her warm welcome to us - the student teachers, and for her reminders and

information.

To MS. DOREEN D. GABRIEL, the student teachers’ adviser of Tungkong Mangga

Elementary School, the Grade VI-SSC’s adviser and cooperating teacher of Ms. Erika Hanna M.

Arma, for her reminders, guidance and support. And also to MS. HERLITA E. DISU, the Grade VI-

Ruby’s adviser, MS. TERESITA A. NEGRE, the Grade VI-AQUAMARINE’s adviser, MRS.VALERIE ,

the Grade VI-PEARL’S adviser and MRS. CARMINA NIERVA, the Grade VI-Emerald, for helping,

suggesting, for sharing their knowledge, and useful advises.

To MRS. MAILEEN A. MANEJA, the Grade V-Sapphire’s adviser, the cooperating teacher

of Ms. Mimi Dianne N. Caballero, to Mrs. Sylyn B. Decena, the Grade V-Diamond’s adviser, to

Mrs. Aricel P. Sarmiento, the Grade V-Aquamarine’s adviser, to Ms. Agatha Jane Torres, a Grade

V- adviser, for helping, guiding and giving her advises and suggestions for her final

demonstration teaching. And also to Grade V advisers, Mrs. Lourdes B. Garces, to Mrs. Teresita

U. Velasco, to Ms. Lydia O. Delos Reyes, to Mrs. Laarni C. Manubag, and to Ms. Mary Rose

Robes, a Grade III adviser, for helping and guiding her for her daily conduction of lessons and

sharing their knowledge and experiences that would help her to develop her teaching skills and

the better understand the responsibilities as a teacher.

To MRS. LIZA M. AQUINO, the Grade IV-SSC’s adviser, the cooperating teacher of Ms.

Juliet E. Bernal, to her beautiful daughter, Ms. Erika Dominique M. Aquino, the Grade IV-Gold’s

adviser, and to other Grade IV teachers- Mrs. Margarita Lledo, the Grade IV-Diamond adviser,

to Mrs. Blessilda V. Sta. Maria, the Grade IV-Peridot’s adviser, to Ms. Princikle Erni, the Grade

IV-Pearl’s adviser, and to Mrs. Cecilia Fabon, the Grade IV-Sapphire’s adviser, not only for

supporting her in everyday conduction of her daily lessons that mold her to be prepared for her

final demonstration teaching, but also for giving her pieces of wonderful advices in connection

to the real duties and responsibilities as a future teacher.

To MRS. RONA C. MABINGNAY, the Grade II-SSC’s adviser, the cooperating teacher of

Ms. Joy P. Justo, for sharing love, care and kindness, for the help and support, giving advises,

happy moments, unforgettable bonding experiences and giving trust. We are thankful to her for

all the efforts that always spend time on especially by helping and guiding Ms. Joy for her final

demonstration.

To MS. MARILYN A. MACARAEG, the Grade I-SSC’s adviser, the cooperating teacher of

Ms. Adela G. Balbao, for her reminders, guidance support and most especially love and care.

And also to Sir Anjo R. Salas, the Grade V-Emerald adviser and the other advisers in Grade V for

sharing their knowledge, for the help, suggestions, and useful advises to develop herself and

her teaching skills.

To MR. ROBOAM MESALUCHA, the Grade III-SSC’s adviser and MS. RODORA TIGLAO, the

Grade V-SSC’s adviser for their never ending support, suggestions and useful advises.

To the pupils of Grade I-SSC, II-SSC, III-SSC, III-Opal, IV-SSC, IV-Gold, IV-Sapphire, IV-

Peridot, IV-Diamond, IV-Pearl, V-SSC, V-Diamond, V-Sapphire, V-Amethyst, V-Emerald, V-Pearl,

V-Opal, V-Peridot, V-Aquamarine, VI-SSC, VI-Diamond, VI-Pearl, VI-Ruby, VI-Sapphire, VI-

Emerald, VI-Opal, VI-Amethyst, for the happy moments, unforgettable experiences and heart-

warming letters.

To our parents, for their constant support, love and guidance, for encouraging and

understanding us, for the financial support and prayers.

DEDICATION

We are humbly dedicating this action to the following,

To our Alma Mater, Colegio De San Gabriel Arcangel, to the College of Education and to

Tungkong Mangga Elementary School, especially to Dr. Gabriel Uriarte, the School President, to

Dr. Angelica D.C. Barro, the Dean of the College of Education, to Professor Teresita M. Sanchez,

our Practicum Supervisor, to Ma’am Cynthia Sarmiento, our Instructional Officer, and also to

Mrs. Lourdes Solomon, Tungkong Mangga Elementary School’s Principal, for all the patience

and encouragement which motivated us, the Student Teachers (ST) in our On-the-Job Training

(OJT) to continue learning.

To our families who gave us prayers, financial support, love, care and confidence in

facing all our short comings.

To our parents, siblings, friends and succeeding generation of Education students, to

enliven them a cognizance about the accountability of being practice teachers.

To all the teachers who motivated us, encouraged us, and supported us in our daily

training as an educator.

And lastly, to the most gracious and most merciful God, who gave us the patience,

strength, and faith to complete our daily training.

INTRODUCTION

Teachers are responsible and accountable for designing and delivering a high quality of

learning and teaching practice.

The faculty gives high priority to school based learning. We see this as an integral part

of teacher education. An introduction to the realities of the classroom is an essential part of

effective professional training. This process also allows the student teacher an opportunity to

determine whether the appropriate choice has been made.

The aims of the school based learning experiences are to provide opportunities for

student teachers to integrate theory and practice and work collaboratively with and learn from

the teachers.

Student teachers observe subject teachers at work so as to learn about teachers' skills,

strategies and classroom achievements. They also evaluate their own teaching experiences

through conferencing with teachers and lecturers and, through self-reflection, implement a

variety of approaches, strategies and skills with a view to bring about meaningful learning. In

this way student teachers gain experience in managing and evaluating class work; in

maintaining discipline and good order in the classroom; find their own teaching style and

personality and become acquainted with school organization and administration.

Good teaching practice is a key influence on student learning - a desired outcome and

primary goal of higher educational institutions. Teachers strive to meet the principles of good

practice in an effort to provide the best learning experience for their students. Key

considerations in shaping good teaching practice include: (1) Encouraging good communication

between teachers and learners, (2) Encouraging interaction among learners, (3) Providing

opportunities for active participation, (4) Timely and appropriate response and feedback, (5)

Emphasizing time on task, (6) Motivating learning by communicating expectations, and (7)

Respecting diverse talents and ways of learning.

These key considerations have formed the basis of the ‘seven principles of good

teaching practice' first advocated by Chickering and Gamson in 1987.

Practice teaching is of paramount importance in the vocational training of student

teachers. It is this immersion into the real world of school that prepares the student in making

the transition from trainee to professional. The motivation for this study arose from the

researcher's own experience of practice teaching as well as protracted contact with student

teachers in a professional capacity. This narrative report attempted to explore and articulate an

understanding of some of the experiences of student teachers following their final practice

teaching session at a school before graduating. In order to garner a rich and nuanced

perspective of these experiences, a phenomenological research methodology was utilized. The

findings of this narrative revealed that all of the student teachers experienced practice teaching

as being mainly a positive experience, although all the participants had experienced anxiety in

some form around maintaining discipline.

Practice teaching played an important part in their development as teachers by

providing a context wherein they could merge theory and practice find their own teaching and

management styles as well as cope with the demands of multi-tasking that being in a classroom

demands. The paramount role of the host teacher and the importance of positive relationships

with all stakeholders were foregrounded - as was the importance of an awareness of the

cultural and contextual make-up of learners.

PRELIMINARIES

HISTORY OF COLEGIO DE SAN GABRIEL ARCANGEL

Year 1993 marked the most significant event in the history of Colegio De San Gabriel

Arcangel (CDSGA).

It was the year, the founder, Dr. Gabriel G. Uriarte, with the inspiration of the wife; Dr.

Lucina P. Uriarte had laid the cornerstone of CDSGA’s existence with its vision and mission to

become the only therapeutic school in town quite distinct and different from all other existing

schools throughout the country.

CDSGA is strategically located in a fast growing community of Sapang Palay, Bulacan to

which a good number of families from Metro Manila and from other nearby towns have been

transferring and/or migrating. The school is located along the National Road of Area E, Sapang

Palay, San Jose Del Monte, Bulacan. Specifically, the school address is Lot 26, Block 13, Brgy.

Fatima I, Area E, Sapng Palay, City of San Jose Del Monte, Bulacan near the Sapang Palay

National High School and San Jose Del Monte National Trade School.it is surrounded by

residential and business establishments and subdivisions.

The school building was constructed in a 1,306 square meters owned by the school.

With its article of incorporation being filed at Securities and Exchange Commission and

approved on April 15, 1993, CDSGA formally opened its door to Education.

In June 1993, initial enrollees of 197 pupils for complete preschool and grades I to VI for

the S.Y. 1993-1994 were mastered. The succeeding year, S.Y 1994-1995 opened and offered, a

complete preschool, complete elementary and complete high school curriculum with a total of

550 pupils and students. For S.Y. 1996-1997, there were 770 pupils and students enrolled in

three different curriculum years. From S.Y. 1998-1999 up to the present, the school maintains

its enrollment in all levels of the basic education program. However, further expansions of its

buildings continuously enable the school to accommodate the increase of enrollment in college.

To date, the school has already acquired a total lot of 4,591 square meters. Already, the

school buildings were constructed in a school area of 1,086 square meters. The first building is

composed of 12 rooms. The administration and the guidance offices are in the ground floor.

The computer room is in the second floor. The psychology laboratory with a testing room,

counseling room and conference room is in the third floor. The hotel room with a shower room

is in the fourth floor. In the evening, the College students would use the seven rooms used by

the high school students during daytime.

The construction of the fourth floor in the first building for college classrooms and the

preparation of facilities including the wine cellar hall for the Hotel and Restaurant Management

course are now already completed.

The second building is composed of nine rooms. In the first floor, the medical-dental

clinic, the nursing laboratory and the nursery laboratory are located with the adjacent rooms

for lower elementary students. In the second floor is housed the library which occupies two big

rooms including the adjacent speech laboratory room. In the third and fourth floor are all

classrooms for college students. Construction was already completed in the fifth floor which is

now used as the school activity hall.

A third building, at the back of the first and second building, has just been completed.

The school has a quadrangle with 367 square meters for physical education classes

program. In this space, a five-story building will be constructed as an auditorium gymnasium,

laboratories and classrooms.

GABRELIAN PRAYER

Lord, help me to be a socially responsible student

Who will act and behave most of the time and adult

Moderately a child and least a parents.

Lord, help me to be a God loving student

Who will inspire and encourage

And intrinsically drive my classmates

To manifest healthy actions and behavior.

Lord, help me to love and influence my classmates

To be a peace-giver sharing the values

Of Maka-Diyos, Maka-Tao, Maka-Bayan,

Maka-Buahay and Maka-kalikasan. Amen.

ABOUT THE FOUNDER AND PRESIDENT OF CDSGA

Dr. Gabriel G. Uriarte, holds the following degrees, Ph.D. in Clinical Psychology (UST);

Ph.D. in Education (Adamson University); Ph.D. in Management (Adamson University); M. A. in

Psychology (U.S.T.); A.B major in Philosophy and Psychology (University of San Carlos-Cebu) and

B.S.E. major in Mathematics (San Nicolas College now St. Paul University- Surigao City).

Dr. Uriarte holds the following positions: President and founder of Colegio de San

Gabriel Arcangel at Area E, Sapang Palay, City of San Jose del Monte Bulacan; Full-time

Graduate Professor at PNU, Manila; Part-time Graduate Professor at U.S.T. and Asian School

Institute (ASI), Manila; and a Training Specialist and Consultant in Educational Management,

Clinical Psychology, Guidance and Counseling, Psychological Testing, Human Resources

Development, Psychology, Statistics and Research in Metro Manila. His previous Administrative

positions in public and private schools were as follows: Dean of Student Affairs and Student

Services at PNU, Manila; Dean of St. Francis of Assisi College, Las Piñas, Metro Manila; Principal

and Academic Supervisor at Assumption Sapang Palay College, Bulacan; Guidance Counselor at

International School, Makati and at Sapang Palay National High School, Bulacan and College

Instructor at San Nicolas College (now Saint Paul University), Surigao City.

Because of his wholehearted and meaningful contributions as an educator and

psychologist, he received the following distinctions: (1) Awarded as Natatanging Magulang on

the 4th Gawad Parangal sa Natatanging San Joseño by Aking Dangal at Kalinga, Inc. (November

5, 2009); (2) Outstanding Surigaonon in the field of Educational Management by the Rotary

Club of Metro Surigao (August 30, 2006); (3) Awarded as Huwarang Pamilya by the Social

Welfare and Development and Konsehong Panlunsod Para sa Kababaihan of San Jose del Monte

City, Bulacan (September 27, 2005); (4) Awarded by the University of San Carlos Alumni

Associations (The Carolinians) as the Most Outstanding Alumnus in Research and Publication

(August 28, 2004); (5) Listed in the Roster of Marquis Who’s Who of the World (1999); (6)

Awarded as Outstanding Individual by the Dangerous Drugs Board of the Philippines (1997); (7)

Awarded as Outstanding Training Instructor by Jail and Penology of the Philippines (1995); and

(8) Listed in the Roster of Social Scientists in the Philippines by the Philippine Social Science

Research Council (1983). He also received awards in the academe as he graduated Meritissimus

(Excellent) in the M.A. in Psychology, Benemeritus (Very good) in the Ph.D. in Clinical

Psychology, Meritissimus (Excellent) in the Ph.D. in Education and also Meritissimus (Excellent)

in the Ph.D. in Management.

VISION

Man of God – Vir Enim Dei

It envisions a socially responsible, interdependent, functionally productive and Godly individual

who is locally and globally competent.

MISSION

CDSGA commits itself to give affordable, transformative and quality education and service

towards self-actualization.

PHILOSOPHY

Every Gabrielian

Commits

Dedicates to

Serve

God and Man

Always

MOTTO:

We care

GABRIELIAN IDENTITY

Globally competitive as man of God

1. Punctual

2. Industrious

3. Good character

4. Good listener

5. Thankful

6. Helpful

7. Honest

CDSGA HYMN

Mula sa dakilang bayan

Ng sanjose del monte bulacan

Ay na itakdang maisilang

Ang isang natatanging paaralan

Payak man ang kanyang simulain

May pangako sa amin maaangkin

Ang pangalan mo`y anung dalisay

Sa labi anung sarap na sambitin

Chorus:

Colegio de san Gabriel arcangel sa piling mo kami magbubunyi

Ang iyong dangal ay iingatan ko

Sa isipan at sa puso ko (tuwi-tuwina)

Gintong aral na inukit mo taas noo ipamamalas

Sa buong mundo

Sa pugad ng mga bayani kawangis ng iyong pagmamahal

Katwiran ng haplos ng iyong mga kamay

Sa isipan kalianman hindi mamamatay

CDSGA Guiding Ethics

Think good thoughs

Say good words

Do good things

PHASES IN STUDENT TEACHING

Students go through different phases as they progress through practice teaching. These

are fairly representative of what the student teacher may expect to experience during this time.

Phase 1 - Anxiety/ Euphoria

This is a period during which student teachers may experience a period of

uneasiness and excitement about leaving the college campus for the classroom.

Phase 2 - Confusion/ Clarity

Student teachers form ideas regarding their teaching, yet have a limited view of

teaching and their abilities.

Phase 3 - Competence/ Inadequacy

Students teachers’ perceptions of their abilities widens; they will feel adequate

at times, and inadequate at others.

Phase 4 - Criticism/ Awareness

Student teachers develop concern and greater understanding of individual pupil

needs and professional issues

Phase 5 - More confidence/ Greater inadequacy

Student teachers may feel inadequate when not meeting high personal

standards, and at the same time seek more responsibility and autonomy

Phase 6 - Loss/ Relief

During the termination period, student teachers show mixed feelings about

having to leave the classroom, yet feel relieved that experience was completed successfully

Phase 7 - Role Identity/ Role Transition

As students complete their practice teaching experience, they become aware of

the transition they have made from student to teacher. They may feel elated and confident in

the transition from student to practicing teacher. They may sense confusion and anxiety in

completing the last steps in the licensure process and in transitioning into the profession.

THE IMPORTANCE OF ELEMENTARY EDUCATION

Elementary education refers to the first phase of compulsory education that

children obtain during the few years of starting schooling. This education has specific goals that

meet the special needs that children have. The period taken to complete this primary education

differs from state to state, for instance in countries like Canada and the United States,

elementary education goes for a period of six to seven years once children have begun

schooling. In spite of the fact that this education is compulsory, it can be offered at home by

parents. The benefits of this education cannot be underestimated and all efforts are directed at

ensuring that this education gets universally recognized (Cohen & Malin, 2010).

Education can be considered to be the most vital asset that the society has

because knowledge is the priceless wealth that people will never mislay under any

circumstances, and the further the knowledge gets shared, the further it will advance.

Therefore, elementary education forms the foundation for gaining basic knowledge without

which the dream of children will become impossible. Elementary education can be compared to

the first stride that a person takes in life, it is impossible for people to run without first learning

how they can walk.

What is an Internship?

Experience is becoming a crucial factor for employers when deciding who gets

their foot in the door. It’s strongly advised that students and graduates take the opportunity to

complete a period of work experience to ensure they have a competitive advantage over their

peers; and that’s where an internship can make all the difference.

So, what actually is an internship? An internship is a period of work experience

offered by an employer to give students and graduates exposure to the working environment,

often within a specific industry, which relates to their field of study. Internships can be as short

as a week or as long as 12 months. They can be paid or voluntary; however, before you start an

internship it’s important to know your rights with regards to getting paid. Internships can be

done in a range of sectors, including sales, marketing, engineering, graphic design,

management, I.T. and many, many more. Throughout an internship you will develop a variety of

soft skills, including communication skills, personal effectiveness, presentation skills, creative

problem solving and influencing skills. ‘On-the-job’ experience can be as valuable as anything

learned in your studies. After all, you cannot really understand what a job is all about until you

have worked in that environment. Internships are great opportunities to speak directly to

people who have experience in the role you aspire to; and their knowledge of the job and

working environment will give you a greater understanding of what it’s all about and what you

need to do to progress. Your career aspirations may change when you’re faced with the true

realities of a role. Internships can therefore be used as a ‘try before you buy’ option, before you

embark on a career and confirm if this is what you want to do in the long term. An internship

can give you a real insight into the world of work, allowing you to build on the theory you

learned at university and helping you to gain practical skills that will help strengthen your CV

and make you more employable. Internships offer you the chance to test your skills in real-life

situations, explore your career options and gain an insight into an organization or career path.

Objectives of Student Teaching

Engage in effective long range and daily planning that

o specifies learner outcomes in clear, concise objectives,

o includes activities that develop the objectives,

o identifies and plans for individual differences and

o identifies materials, other than standard classroom materials, as needed for the

lesson,

Maintain an environment conducive to learning that

o organizes space, materials and/or equipment to facilitate learning and

o promotes a positive learning climate.

Maximize the amount of time available for instruction by

o managing routines and transitions in a timely manner and

o managing and/or adjusting allotted time for activities planned.

Manage learner behavior to provide productive learning opportunities by

o establishing expectations for learner behavior and

o using monitoring techniques to facilitate learning.

Deliver instruction effectively by

o using technique(s) which develop(s) lesson objective(s),

o sequencing lessons to promote learning and

o using available teaching materials to achieve lesson objective(s),

Assess student progress effectively by

o consistently monitoring ongoing performance of students,

o using appropriate and effective assessment technique(s),

o providing timely feedback to students regarding their progress and

o producing evidence of student academic growth under his/her instruction.

Plan for professional self-development by

o applying ethical and legal concepts,

o working productively,

o meeting school and university expectations,

o seeking professional improvement and

o working cooperatively with teachers, administrators, parents and other school

personnel.

Importance of Student Teaching

The student teaching experience provides pre-service teachers the space and

opportunity to learn how to ask important questions about teaching and learning, come to

know children and adolescents by observing and interacting with them consistently over time,

apply newly acquired knowledge, theories, strategies and models in a variety of contexts within

and across classrooms, and experiment with, design and adapt practice according to learners'

needs.

During the student teaching experience, pre-service teachers are guided and

instructed by two key individuals - the cooperating or mentor teacher, and the university

supervisor. While both work collaboratively to support the growth and development of the

student teacher, each assumes a very specific role.

Student teaching is one of the most important hands on experiences the

education candidate will have with young children. The goal of this experience is for the

candidate to be able to transition from theory to practical application in a real world situation.

It provides the teacher candidate the opportunity to acquire the knowledge, skills, and values of

the teaching learning process where ideas can be performed and tested. This is a time for the

teacher candidate to continue self-evaluation and self-improvement. It is hoped each candidate

has a positive experience and they can take away a new appreciation and understanding of the

teaching profession.

Code of Ethics for Student-Teachers

A. Preamble – A Student-Centred Perspective

Mandate:

A joint subcommittee consisting of members from two standing committees of the

Faculty of Education (Faculty of Education Ethical Review Board and Student Standing) was

created to develop a Code of Ethics for Student Teachers and to examine the ways in which this

Code will be communicated to students, faculty members and educational partners.

Goals and Rationale:

The interests of the two Standing Committees of the Faculty of Education in promoting

appropriate ethical and professional conduct have led us to develop the following Code of

Ethics for Student Teachers. This code seeks to respond to, and address the following needs:

• The Code addresses the interdependent duties, rights and responsibilities of student

teachers, faculty members and educational partners.

• By addressing common issues and needs, the Code seeks to articulate and make

explicit ethical principles that transcend disciplinary boundaries. These principles reflect

the fundamental values that are expressed in the duties, rights and responsibilities of all

involved in Teacher Education.

• The Code requires a reasonable flexibility in the implementation of common

principles. It is designed to help those involved in Teacher Education, as a matter of

sound ethical reasoning, to understand and respect the contexts in which they work and

accommodate the needs of others.

• The Code seeks to encourage continued reflection and thoughtful response to ethical

issues. It does not seek definitive answers to all ethical questions or situations. Rather, it

seeks to outline the guiding principles to ethical conduct and to identify major issues

which are essential to the development and implementation of this Code.

Context of an Ethics Framework for Student-Teachers

The principles and norms guiding ethical conduct are developed within an ever-evolving

complex societal context, elements of which include the need for reflective action and ethical

principles.

Education is premised on a fundamental moral commitment to advance and construct

knowledge and to ensure human understanding and respect for individual and collective well-

being and integrity.

The moral imperative of respect translates into the following ethical principles that

assume a student-centred perspective as articulated in the Quebec Curriculum Reform and

Competencies outlined for Teacher Education.

B. Academic Freedom and Responsibilities

Teachers enjoy, and should continue to enjoy important freedoms and privileges.

However, with freedoms come responsibilities and ethical challenges. This Code of Ethics is in

keeping with the philosophy and spirit of the New Directions that are embedded in the

document Teacher Training: Orientations, Professional Competencies (Ministère de l’Éducation

2001) and the reflective practice literature.

The role of the teacher and the contexts of teaching have changed. Thus, new resources

(knowledge, skills, and attitudes) are required to practice the profession and meet the

challenges of teaching and learning in whatever contexts student teachers may find themselves

and to engage in professional development individually and with others.

C. Ethics and law

“Teaching is governed by a legal and regulatory framework” (MEQ p. 120). The law

affects and regulates the standards and norms of teaching behaviors in a variety of ways such

as respecting privacy, confidentiality, intellectual property, competence. Human rights

legislation prohibits discrimination and recognizes equal treatment as fundamental to human

dignity and well-being. Teachers should respect the spirit of the Canadian Charter of Rights and

Freedoms particularly the sections dealing with life, liberty and the security of the person as

well as those involving equality and discrimination and the Education Act that sets out the

obligations and rights of teachers.

D. Guiding ethical principles

Ethical student teachers should respect the following guiding ethical principles:

1. Respect for human dignity

Speaks and acts towards all students with respect and dignity; and deals

judiciously with them at all times, always mindful of their individual rights

and personal sensibilities.

Respects the dignity and responsibilities of cooperating teachers, peers,

principals, parents and other professionals or para-professionals within the

school, school board and community.

2. Respect for vulnerable persons

Respects and recognizes ethical obligations towards vulnerable persons. This

principle recognizes that students are in a vulnerable position and that

student teachers are in a privileged relationship with students and their

families and will always refrain from exploiting that relationship in any form

or manner.

3. Respect for confidentiality and privacy

Respects the confidential nature of all information related to students and

their families and will share such information in an appropriate manner only

with those directly concerned with their welfare.

The confidential nature of all information related to all school personnel and

will share such information in an appropriate manner.

4. Respect for justice

Respects and recognizes the right of individuals to be treated with fairness

and equity and the importance of avoiding conflicts of interest.

5. Respect for safety of students

Respects the right of individuals to expect that student teachers will engage

in practices that aim to ensure the physical, psychological and emotional

safety of students.

6. Respect for existing ethical codes and professional standards

Respects the authority, roles and responsibilities of the cooperating teacher

and agrees to adhere to the responsibilities and obligations for teachers as

outlined in the Education Act, Faculty and University handbooks as well as all

local agreements by host school boards and schools.

7. Balancing harm and benefits

Acknowledges that any potentially harmful practices (eg. Science Labs and

Physical Education Activities) must be balanced with anticipated benefits and

conducted in a prudent informed manner.

Writing committee members for the code of ethics

Associate Deans Mary Maguire, Christopher Milligan, Professors Spencer Boudreau, Elizabeth

Wood, Jon Bradley, Ron Morris, Myrna Hynes, Greg Reid

Approved by:Faculty Council Academic Policy Committee Faculty of Education Ethics Review Board Student

Standing Committee