Updating the Teachers’ Code of Ethics

The Estonian Teachers’ Code of Ethics is a set of norms based on the shared understanding of a good teacher among people engaged in teaching in Estonia. Its development drew on:

1. a contemporary approach to learning, which provides a broader normative framework for both the professional standard and the code of ethics;

2. case descriptions involving ethical dilemmas.

The Teachers’ Code of Ethics focuses on moral values and does not address the intellectual values required in a teacher’s work, the main ones being critical thinking, curiosity and creativity, reflectiveness, and deliberation. Nor does it separately describe the character traits outlined in the professional standard.

First and foremost, the aim of the code is to delineate the value framework within which teachers’ professional work in Estonia is situated, to describe and clarify norms, to support the formation of professional attitudes, and to provide reference points for ethical deliberation (including functioning as a methodological tool for self-analysis).

Secondly, it is also a document on the basis of which it is possible to give an ethical assessment of actions in a negative sense as well, that is, to state (while taking contextual considerations into account) which forms of behaviour are not appropriate to the teaching profession.

Who is the Teachers’ Code of Ethics intended for?

The Teachers’ Code of Ethics is intended for everyone engaged in teaching in Estonia, regardless of the age of the learners. Its primary focus, however, is on teachers working in general education schools.

Practical judgement and the aspirational nature of principles

The capacity for, and obligation to exercise, ethical judgement is an inevitable part of codes of ethics that do not prescribe very strict rules. This code does not generally provide ready-made answers; rather, it offers reference points and guidance to be used in everyday decision-making (and in the evaluation of those decisions). The development of ethical deliberation skills is an integral part of a teacher’s professional growth, as the values set out in the code may—and indeed do—come into conflict in real-life situations.

In addition, the principles of action in the code are generally (with some exceptions) designed to function not as expressions of a moral minimum, but as guidance with an aspirational dimension. Consider, for example, point “1.1 A good teacher treats all learners equally (does not discriminate against or favour anyone).” Even a very experienced and ethically sensitive teacher may occasionally fall short of this ideal. What matters is understanding how to move towards the universal realisation of this principle and why it is important for shaping the developmental paths of dignified individuals and learners.

It should also be borne in mind that moral deliberation requires practice and often demands emotional resources.

Members of the working group for updating the Teachers’ Code of Ethics

The working group for updating the Teachers’ Code of Ethics includes:
Heili Griffith (Estonian Youth Workers’ Association), Halliki Harro-Loit (University of Tartu Centre for Ethics), Urmas Heinaste (Cooperation Council of Teachers’ Associations), Pille Häidkind (Estonian Association of Special Educators), Tiia Kaeramaa (Estonian Association of Kindergarten Teachers), Maili Karindi (Estonian Association of Special Educators), Ingrit Keerma (Cooperation Council of Teachers’ Associations), Külliki Koppel (Estonian Parents’ Association), Mia Marleen Lemetti (Estonian Students’ Union), Ülle Matsin (Ministry of Education and Research), Eilika Mätas (Estonian Youth Workers’ Association), Jürgen Rakaselg (Ministry of Education and Research), Mari Roostik (Estonian Association of School Leaders), Astrid Sildnik (Estonian Teachers’ Association), Margit Sutrop (University of Tartu Centre for Ethics), Atko-Madis Tammar (Office of the Chancellor of Justice), Anu Tammeleht (University of Tartu Centre for Ethics), Margit Timakov (Estonian Teachers’ Association), Jana Treier (Estonian Association of Early Childhood Education Leaders), Heidi Uustalu (Ministry of Education and Research), Kristiine Vahtramäe (Estonian Parents’ Association), Katrin Velbaum (University of Tartu Centre for Ethics), and Reemo Voltri (Estonian Educational Personnel Union).

We would like to thank the following for their comments and suggestions: Anne Aasamets, Anneli Eesmaa, Jüri Ginter, Helen Hirsnik, Jaak Hohensee, Raili Jahtmaa, Marten Juurik, Rando Kangro, Jaanus Kann, Ketrin Katsehein, Rasmus Kits, Elina Kivinukk, Tiina Kivisalu, Karin Klemmer, Laura Lilles-Heinsar, Kristi Lõuk, Heidy Meriste, Mari-Liis Nummert, Liia Opmann, Airi Park, Margus Pedaste, Katrin Poom-Valickis, Marju Põld, Maris Raimets, Riin Seema, Kristi Tarik, Ene Tigas, and others who contributed to the discussion process with their comments.