Pre-service Teachers’ Perception of Teacher Morality in China

Abstract

This study examines pre-service teachers’ perceptions of teacher morality in China. Data were drawn from questionnaires completed by 203 pre-service teachers, descriptive reports by 81 pre-service teachers, and semi-structured interviews with 13 pre-service teachers in East China Normal University in Shanghai. Analyses of the findings revealed that pre-service teachers generally agreed with teacher morality and political-civic requirements, and that their perceptions of teacher morality correlated with political-civic competences; however, they expressed diverse opinions about existing teacher morality codes. This study suggests using a “regulated-autonomy” framework for understanding pre-service teachers’ perceptions of teacher morality in China.