Does Online Ethics Education Affect Pre-service Teachers’ Ethics Position? A Mixed-Method Study

Canan Albez

SAGE Open, 2025, vol. 15, issue 3, 21582440251356756

Abstract: The aim of this study is to analyze the ethical positions of pre-service teachers in the online ethics education process. The method of the research is embedded mixed design from mixed research methods. Ethical Position Scale and dilemma scenarios were used as pretest and posttest in the study. Data were collected online at the beginning and end of the 2023-spring term. There were 70 volunteers in the quantitative phase of the study and 74 volunteers in the qualitative phase. The online ethics training lasted 14 weeks. According to the pre-test and post-test quantitative findings of the pre-service teachers, a significant difference emerged in the idealism and relativism scales of their ethical positions. In the qualitative findings of the study, a change in pre-service teachers’ ethical judgments was determined. According to the results of the study, online ethics education affected the ethical positions of pre-service teachers and provided the participants with ethical awareness. In the research, it was understood that the personal differences and beliefs of adult participants were effective in the ethical judgment process.

Keywords: online ethical education; ethical position; pre-service teacher; ethical dilemma (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:15:y:2025:i:3:p:21582440251356756

DOI: 10.1177/21582440251356756

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