Teaching and care ethics in education

Abstract

Introduction: this article includes a study of teaching ethics, the empirical support of which are the results of a survey on the ethics of teaching and teaching carried out on a group of students of the Pedagogy career at UNAM. Objective: to know the teaching ethics in educational practice through the features and characteristics that in the opinion of the surveyed students qualify a good teacher. Method: the methodological strategy was a survey that had as an instrument a questionnaire with open questions. The coding of the results was carried out based on categories developed to understand and analyze these results. The theoretical references of this study were the conception of teaching as a helping profession and the central approaches to the ethics of care, which allowed the results to be interpreted from these theoretical perspectives. Results: it is shown that two dimensions are present in a good teacher: pedagogical (25%) and ethics (75%). It is noted that the ethical dimension was placed above the pedagogical dimension. The analysis of the pedagogical dimension shows that for these students the pedagogical and didactic capacities for teaching are relevant and priority (44%). In the ethical dimension, the students placed in the foreground the pedagogical and educational activities to help and support the students' learning (48%). Conclusion: the results obtained show that these two dimensions are integrated in teaching ethics. The pedagogical expresses the professional competence of the teacher that empowers him to carry out the teaching and learning process. While the ethical dimension accounts for the educational and pedagogical practices carried out with an ethical sense, that is, to favor the learning of students.