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 Maam 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-SSCs 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-Rubys adviser, MS.
TERESITA A. NEGRE, the Grade VI-AQUAMARINEs adviser, MRS.VALERIE , the
Grade VI-PEARLS 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-Sapphires adviser, the

cooperating teacher of Ms. Mimi Dianne N. Caballero, to Mrs. Sylyn B.
Decena, the Grade V-Diamonds adviser, to Mrs. Aricel P. Sarmiento, the
Grade V-Aquamarines 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-SSCs adviser, the cooperating
teacher of Ms. Juliet E. Bernal, to her beautiful daughter, Ms. Erika Dominique
M. Aquino, the Grade IV-Golds adviser, and to other Grade IV teachers- Mrs.
Margarita Lledo, the Grade IV-Diamond adviser, to Mrs. Blessilda V. Sta.
Maria, the Grade IV-Peridots adviser, to Ms. Princikle Erni, the Grade IVPearls adviser, and to Mrs. Cecilia Fabon, the Grade IV-Sapphires 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-SSCs 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-SSCs 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-SSCs adviser and MS.
RODORA TIGLAO, the Grade V-SSCs 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, IVSapphire, IV-Peridot, IV-Diamond, IV-Pearl, V-SSC, V-Diamond, V-Sapphire, VAmethyst, V-Emerald, V-Pearl, V-Opal, V-Peridot, V-Aquamarine, VI-SSC, VIDiamond, 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 Maam Cynthia Sarmiento, our Instructional Officer, and also to
Mrs. Lourdes Solomon, Tungkong Mangga Elementary Schools 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 CDSGAs
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 Pias, 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 Joseo

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 Whos
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. Its 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 thats
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 its 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 its
all about and what you need to do to progress. Your career aspirations may
change when youre 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 selfimprovement. 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 (Ministre de lducation 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