UNIVERSITY OF DAR ES SALAAM

SCHOOL OF EDUCATION
DEPARTMENT OF EDUCATIONAL FOUNDATIONS, MANAGEMENT & LIFELONG
LEARNING

EF 303: PROFESSIONALISM AND ETHICS IN EDUCATION

COURSE OUTLINE
2020/20201 – SECOND SEMESTER
Contact Days, Time, and Venues
Group A (EF303A) Group B (EF303B)

Day Time Venue Day Time Venue

Lecture Tuesday 15:00-16:55 Yombo 4 Friday 16:00-17:55 Yombo 5

Seminar Wednesday 19:00-19 :55 Yombo 4 Tuesday 19:00-19:55 Yombo 4

NOTE:
LECTURE ALLOCATIONS
1. GROUP A - ALL BAED STDENTS
2. GROUP B - ALL BEDS & BSCS STUDENTS

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COURSE OVERVIEW
This course is designed to introduce student-teachers to principles and concerns of professional ethics. Particularly, the course will survey
different philosophical approaches and theories related to the teacher and his/her work atmosphere, as well as underline moral principles
and applications of the teaching profession in the preparation of prospective-teachers professional practice as they join the teaching
enterprise. The course is also expected to familiarize student-teachers with the dimensions of moral engagement in teaching and/or
education. Equally important, the course is expected to introduce student-teachers to the code of professional conduct for teachers in
Tanzania.

Course Objectives
At the end of the course, students should be able to:
i. Comprehend the wide definition of ethics and its implications for the moral and professional conduct of a teacher and other
personnel in the practice of education in society;
ii. Appreciate the all-importance of the classroom teacher for the total development of the child‟s personality;
iii. Have a clear idea of the expectations placed upon him/her as a teacher by different groups and segments in society;
iv. Assume responsibilities and leadership roles in the teaching profession within the community and wider society in which they
happen to be called upon to render exemplary service.
v. Appreciate the ethical dimension of teacher professionalism.

The Coursework (40 marks) will be based on TWO assignments [Two Class Tests]
End-of-Semester University Examination (UE) will carry 60 marks

COURSE COORDINATORS: Mr. Maximillian Mgeni (Office No. 211 SoED Building) & Dr. R.Hyera (Office No. 309
SoED Building)

The course coordinators will handle all academic matters and records concerning this course.

COURSE INSTRUCTORS: Prof. W. Anangisye, Dr. H. Magosho, Dr. N. Mgonda and Dr. R. Hyera.

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 LECTURE SERIES

Week Student Day & Date Time & Theme / Topic Instructors
Group Venue
Module 1: DEFINITION AND CONCEPTUAL DIMENSIONS OF ETHICS
1 A Tuesday 15.00-17.55 Definitions and conceptualisations: Dr. Hyera
13/04/2021 Yombo 4  Morality& ethics: Do they mean the same thing?
 Why study ethics?
 Ordinary use of the concepts of morality and ethics
 Morality & Ethics in the context of indigenous education
[Cases from African/Tanzanian societies]
B Friday 16.00-17.55
Yombo 5 ─ditto─ ─ditto─
16/04/2021
2 A Tuesday 15.00-17.55 Philosophical perspectives: ─ditto─
20/04/2021 Yombo 4  Ethical theory I: The great moral thinkers [Plato, Aristotle,
Kant, Nyerere, Kohlberg (stages of moral development) etc]
 Ethical theory II – Contemporary moral theories
[Utilitarianism, deontology, etc]

B Friday 16.00-17.55 ─ditto─ ─ditto─

Yombo 5
23/04/2021
Module 2: PROFESSIONALISM, TEACHER PROFESSIONALISM AND VOCATIONALISM: THEORY & PRACTICE
3 A Tuesday 15.00-16.55  Different senses of „professional‟ [the concept of profession]: Dr. Mgonda
27/04/2021 Yombo 4 o Why should student teachers learn about professionalism?
o What is it & what is it not?
o Characteristic criteria of professions
 Commonality & uniqueness of professional undertakings
o Law
o Medicine
o Engineering/Architecture
o Accountancy

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 o Nursing, Etc
o Normative terms or ethical dimensions of a professional
undertaking

B Friday 16.00-17.55
Yombo 5 ─ditto─ ─ditto─
30/04/2021
4 A Tuesday 15.00-17.55  Different senses of the concept of teaching ─ditto─
04/05/2021 Yombo 4  The professionalism ( nature and character) of teaching
 The vocationalism (nature & character) of teaching

B Friday 16.00-17.55
Yombo 5 ─ditto─ ─ditto─
7/05/2021

Course
10th May, 2021 First assignment: Timed Essay coordinators
& Instructors
Module 3: THE TEACHING PROFESSION IN TANZANIA
5 A Tuesday 15.00-17.55  The teaching profession: the history of teaching and learning Dr. Magosho
11/05/2021 Yombo 4 and the rise of the teacher as a community leader
 The teaching profession – in the history of Tanzania (from
colonial times to UTS [Unified Teaching Service] to TSC
[Tanzania Service Commission] to TSD [Teachers Service
Department])

B Friday 16.00-17:55
Yombo 5 ─ditto─ ─ditto─
14/05/2021
6 A Tuesday 15.00-17.55  UTS, TSC & TSD definition of teachers professional code of Dr. Magosho
18/05/2021 Yombo 4 conduct
 Contemporary problems of the teaching profession in
Tanzania:
o Problems of comparability with other professions

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 o Problems of teacher conduct and public image
o Problems of differential material reward
o Etc
 The Professional Teachers‟ Association of Tanzania [Chama
cha Kitaalam cha Walimu Tanzania (CHAKIWATA)]:
mission, objectives and influence on teacher
development](1984-1994)
 Chama cha Walimu Tanzania (CWT) / Tanzania Teachers
Union (TTU) (registered in 1993).
B Friday 16.00-17.55
Yombo 5 ─ditto─ ─ditto─
21/05/2021

Module 4: GROUNDS OF MORAL PRACTICE IN TEACHING AND/OR EDUCATION

7 A Tuesday 15.00-17.55  Towards the teaching of morality: Dr. Mgonda
25/05/2021 Yombo 4 o Is the teaching of morality viable?
o Why teach morality?
 The moral character and nature of teaching: is teaching a
moral undertaking? Scholarly views
B Friday 16.00-17.55
Yombo 5 ─ditto─ ─ditto─
1/06/2021
8 A Tuesday 15.00-17.55  The parameters of teachers‟ moral concerns and engagement Dr. Mgonda
8/06/2021 Yombo 4  Teachers‟ moral education role
B Friday 16.00-17.55
11/06/2021 Yombo 5 ─ditto─ ─ditto─

14th June, 2021 Second Assignment: Timed Test

9 A Tuesday 15.00-17.55  Reasons for teachers‟ moral practice ─ditto─

15/06/2021 Yombo 4

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 B Friday 16.00-17.55
Yombo 5 ─ditto─ ─ditto─
18/06/2021
Module 5: THE CODE OF PROFESSIONAL CONDUCT FOR TEACHERS IN TANZANIA – A SEARCH FOR THE IDEAL
10 A Tuesday 15.00-17.55  The multi-dimension of the teacher (as parent-figure, Prof.
22/06/2021 Yombo 4 community-leader, worker-employee, etc) W.Anangisye
B Friday 16.00-17.55  The multi-dimension of the teacher‟s responsibility:
Yombo 5 Responsibility to the Learner (the school child, the pupil) ─ditto─
25/06/2021
 The multi-dimension of the teacher‟s responsibility:
Responsibility to Society (the Community around him/her)
 The multi-dimension of the teacher‟s responsibility:
Responsibility to the Profession (his/her duty of calling)
 The multi-dimension of the teacher‟s responsibility:
Responsibility to the Employer.

11 A Tuesday 15.00-17.55  Course review and evaluation Prof.

Yombo 4 Anangisye &
29/06/2021
Course
coordinator
B Friday 16.00-17.55
Yombo 5  Course review and evaluation Prof.
02/07/2021
Anangisye &
Course
coordinator

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 SEMINAR GUIDE QUESTIONS [2020/2021]
1. Briefly, describe the following concepts:
ii. Ethics
iii. Morality
Do you think the aforementioned concepts are relevant in our everyday life (or in the everyday life of a community)?
2. “While the damage done to the environment and the economy can be repaired by technology and economic reforms,
the moral damage to society is more difficult to repair, and it cannot be achieved quickly. We need a deeper
understanding of morality and a great moral effort. It is easy to destroy the moral order and good customs, but it is very
difficult to rebuild them once they are gone”. This point of argument arose once in a discussion at a seminar of
educators. What are your own views?
3. Nyerere‟s thoughts (in books such as Education for Self-reliance and in many other forums, such as with teachers)
seemed to portray him more as a „moral‟ philosopher than anything else. Do you agree with this point of view? Is there
any evidence to support your agreement or disagreement with this view?
4. In a multicultural society, how could one go about deciding and selecting values for enforcing in schools? Whose
values should be taught to pupils?

5. What makes a profession a „profession‟? What makes it different from a non-professional enterprise?
6. What do you think is the place of teacher ethics (or professional ethics) in the formulation and implementation of the
teacher education-and-training curriculum of in Tanzania?

7. Why should school, college and university teachers lead ethical lives in their day-to-day occupational endeavours?

8. Why do we have professional misdemeanours in teaching and/or education in Tanzania?

9. „What concerns me most is to see a male trained teacher exploit female pupils sexually. You will find a poor child, very
brilliant, being expelled from school due to pregnancy because of a teacher who studied ethics‟. Discuss

10. How can misdemeanours in teaching be tackled or mitigated?

11. „…not just anyone can be a teacher‟, and not just anyone should be a teacher. Would you agree with this contention?

12. „To face a life full of challenges, it is essential to empower ourselves with good values. If all our learning and training
cannot make us persons with good values, then our education is a failure‟. How relevant is this view?

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 SUGGESTED READINGS
Carr, D. (1993) „Moral Values and the Teacher: beyond the paternal and the permissive‟, Journal of Philosophy of Education, vol. 27, no.
2, pp.193 – 207 [UDSoED Library]

Carr, D. (1999) „Professional Education and Professional Ethics‟, Journal of Applied Philosophy, vol. 16, no. 1, pp 33-46 [UDSoED
Library]

Carr, D. (2000c) „Education, Profession and Culture: Some Conceptual Questions‟, British Journal of educational Studies, vol. 48, no. 3,
pp 248 – 268 [UDSoED Library]

Carr, D. (2000) Professionalism and Ethics in Teaching. London: Routledge

Carr, D. (2003) Moral Educational Implications of Rival Conceptions of Education and the Role of the Teacher‟, Journal of Moral
Education, Vol. 32, No. 3, pp.219-232. [UDSE-Library]

Anangisye, W.A.L. (2006) Educating teachers, the ethical dimension of teacher professionalism in Tanzania, Unpublished doctoral thesis,
University of Edinburgh [EAF – Main Library]

Anangisye, W.A.L. & Barrett, A.M. (2005) „Professional Identity and Misconduct: Perspectives of Tanzanian Teachers‟, Southern African
Review of Education with Education with Production. (11):5-22. [UDSE-Library]

Anangisye, W.A.L. (2007) Researching teacher misdemeanours in Tanzania: the methodological issues and implications for data
generation. Papers in Education and Development, No. 27

Bakilana, P.C. (2001) „Growing Professionalism and Decline in Ethics‟, in A.F.Lwaitama, E.G. Mtalo, and L. Mboma (eds.) The Multi-
Dimensional Crisis of Education in Tanzania: Debate and Action. Dar es Salaam, University of Dar es Salaam Convocation, pp.
164-170 [EAF – Main Library]

Boimanda, A.Y.S. (2004) „The Decline in the Professional Code of Conduct among Teachers in Tanzania Public Schools: Causes and
Implications‟, M.A. Ed. Dissertation, University of Dar es Salaam, Dar es Salaam.[ UDSE-Library]

Pring, R. (2001) „Education as a Moral Practice‟, Journal of Moral Education, vol.30, no. 2, pp.101-112 [UDSE-Library]

Campbell, E. (2003) The Ethical Teacher. Philadelphia: Open University Press

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Ishumi, A.G.M (2013). The teaching profession and teacher education: Trends and challenges in the twenty-first century. Africa Education
Review 10, Supplementary Issue 1, 2013, pp. S1-S26 [It can also be found online on website:
http://www.tandfonline.com/doi/pdf/10.1080/18146627.2013.855435]

Räsänen, Rauni (2000) Teachers‟ Ethics, Teacher Education and Changing Horizons, In V. Sunnari & R. Räsänen (eds.) Ethical
challenges for teacher education and teaching: Special focus on gender and multicultural issues, Oulu: University, pp.168-177
[UDSoED Library]

Ishumi, A.G.M (1988) „The teaching profession and the challenge to the graduating teacher‟, Valedictory Lecture Series, Education
Graduates, Faculty of Education, University of Dar es Salaam, Dar es Salaam. [UDSoEd-Library]

Xiaoman, Z and Cilin, L. (2004) „Teacher training for moral education in China‟, Journal of Moral Education, vol. 33, no.4, pp. 481-494.
[UDSoED Library]

Kaduma, I.M. (2004) Maadili ya Taifa na Hatma ya Tanzania: Enzi kwa Mwalimu Julius K. Nyerere („The National Ethics and
Tanzania‟s aftermath: Honour to the Teacher, Julius K. Nyerere). Soni: Vuga

Nyerere, J.K. (1968) „The Power of Teachers‟. Freedom and Socialism. Dar es Salaam: Oxford University Press, pp.223 – 228

Nyerere, J.K. (1988) „Address by Mwalimu Julius K. Nyerere, Chairman Of Chama cha Mapinduzi at the CHAKIWATA Symposium on
20 Years of Education for Self-Reliance‟, Marangu Teachers‟ College: 12th September [UDSoEd Library]

Sambo, W. A. L. (2001) „The Role of Private Tuition in Secondary Education in Tanzania‟, Papers in Education and Development, no.
21, pp. 96-110 [UDSoED Library & EAF Main Library]

United Republic of Tanzania (URT) (1996a) Presidential Commission of Inquiry against Corruption: Report of the Commission on
Corruption, Volume 1 [EAF Main Library] See also http://en.wikipedia.org/wiki/Warioba_Commission.

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