Seminar of Professional Identity and Deontology

Recommended Prerequisites

Knowledge and skills mentioned on the several curricular units of the four previous semesters. 

Teaching Methods

1) Face-to-face sessions, for:

- Presentation of information, exploration of documents (written and video) and elaboration of syntheses/summaries;

- Analysis of the educational reality in order to collect different problems of ethical-deontological nature;

- Solving these problems, supported by a decision-making scheme;

- Structured interviews with experts in ethics and educational professionals;

2) Autonomous work, for consolidation and/or deepening and preparation and/or continuation of the in-class work.

Learning Outcomes

The Seminar is structured around four taxonomically-organised objectives that should result into specific learning outcomes. The interplay between objectives will contribute to consolidate the dialogue between thought and professional action in educational situations that may require special ethical and deontological care:

1. Know and understand relevant information included in the topics of content listed;

2. Analyse and systematise that information in order to place professional action in education into proper perspective, guided by ethical principles;

3. Decide, based on observation and careful thinking, on professional action in particularly critical educational situations from an ethical point of view;

4. Reflect on decisions taken in these situations, according to ethical principles, taking into account the purposes and consequences of professional action.   

Work Placement(s)

No

Syllabus

The seminar includes three themes: the first two, conceptual in nature, support a third, practical one. As the latter is the core of the programme, it occupies half of the planned sessions.

Introduction

- The paradigm of "practical ethics" in the field of education

1. professional identity

1.1 Education Sciences: identity of a professional area

1.2 Professions registered in Education Sciences: singularity(ies) and identity(ies)

1.3. Training: the first pillar of professional identity

2. Ethics and deontology of the education professions

2.1. Moral, ethics and deontology

2.2. Guiding principles of professional action

2.3. Duties and rights of education professionals

3. Ethical-deontological thinking and action of education professionals in a dialogical matrix

3.1. Observation of educational situations

3.2. A scheme and a decision-support tool

3.3. Deontological decisions in concrete educational situations

Synthesis

- From training for the profession.

Assessment Methods

Assessment
Synthesis work: 20.0%
Resolution Problems: 30.0%
Report of a seminar or field trip: 50.0%

Bibliography

Boavida, J. (2009). El deber de educar como condición de libertad (pp. 129-144). In J. Ibáñez-Martín (Coord). Educación, conocimiento y justicia. Madrid: Dykindon

Camps, V. (2018). La fragilidad de una ética liberal. Barcelona: Universitat Autònoma

D´Orey da Cunha, P. (1996). Ética e educação. Lisboa: Universidade Católica.

LaFollette, H. (ed.) (2003). The Oxford Handbook of Pratical Ethics, Oxford: Oxford University Press.

Estrela, M.T. (1995). Deontologia e profissionalismo. In A profissão docente. Fenprof.

Maia, C. (1995). A dimensão ética da função educativa. Revista Portuguesa de Pedagogia, 29 (2), 42-60.

Monteiro, A.R. (2005). Deontologia das profissões da educação. Coimbra: Almedina.

Monteiro, A.R. (2008). Qualidade, profissionalidade e deontologia na Educação. Porto: Porto Editora.

Quintana-Cabanas, J.M. (2005). La educación en valores y otras cuestiones pedagógicas. Barcelona: PPU.

Vincent, G. (2002) (Dir). Responsabilités professionnelles et déontologie. Paris: L’Harmattan.