ISSN Print: 2472-9450  ISSN Online: 2472-9469
International Journal of Psychology and Cognitive Science  
Manuscript Information
An Online Experiment of Using Case Studies and Scenarios to Teach Preservice Teachers About the Code of Ethics
International Journal of Psychology and Cognitive Science
Vol.3 , No. 6, Publication Date: Dec. 6, 2017, Page: 77-84
610 Views Since December 6, 2017, 587 Downloads Since Dec. 6, 2017

Zafer Unal, Department of Childhood Education, College of Education, University of South Florida, St. Petersburg, Florida, United States.


Aslihan Unal, Department of Teaching and Learning, College of Education, Georgia Southern University, Statesboro, Georgia, United States.


Preservice teachers are required to learn about code of ethics and principles of professional conduct for the education profession to restrain from inappropriate conducts, unethical behaviors, illegal activities and endangering student safety. However, many preservice teachers find the theories and concepts they learn in university classrooms too abstract to help address code of ethics during their program. Case study method and case writing are two approaches that have been used in teacher education programs to connect theory and practice. This study describes a technology-based case study analysis approach to preparation of preservice teachers for dealing with code of ethics.


Case Study, Code of Ethics, Preservice Teachers


UNESCO. (2015). Toolkit on Teacher Codes of Conduct. Retrieved from


Blackburn, S. (2001). Being Good. Oxford: Oxford University Press, 2001.


Foucault, M. (1977). Discipline and punish: The birth of the prison. Trans. A. Sheridan. London: Penguin.


Kipnis, D. (1960). Some determinants of supervisory esteem. Personnel Psychology, 13, 377-391.


Nash, R. (1996) ‘Real World’ Ethics. Frameworks for Educators and Human Service Professionals. New York: Teachers College Press.


Strike, K. A., & Ternasky, P. L. (1993). Ethics for Professionals in Education: perspectives for preparation and practice. New York: Teachers College Press.


Fenstermacher, G. D. (1990). G. D. (1990). Some moral considerations on teaching as a profession. In J. I. Goodlad, R. Soder, K. A. Sirotnik (Eds.), The Moral Dimensions of Teaching, (pp. 130-151). San Francisco: Jossey-Bass.


Goodlad, J. I. (1990). Teachers for our nations' schools. San Francisco, CA: Jossey-Bass.


Beyer, L. E. (1997). The moral contours of teacher education. Journal of Teacher Education, 48 (4), 245-254.


Ladson-Billings, G. (1998). In N. Lyons (Ed.) With portfolio in hand. (pp. 237-244). New York: Teachers College Press.


Kim, S., Phillips, W. R., Pinsky, L., Brock, D., Phillips, K., & Keary, J. (2006). A conceptual framework for developing teaching cases: A review and synthesis of the literature across disciplines. Medical Education, 40 (9), 867-876.


Rippin, A., Booth, C., Bowie, S., and Jordan, J. (2002). A complex case: using case method to explore uncertainty and ambiguity in undergraduate business education, Teaching and Higher Education, 7 (4), pp. 429-41.


Kolodner, J. L., And Simpson, Robert L. 1989. The Mediator: Analysis of an Early Case-Based Reasoner. Cognitive Science 13, 507-549.


Kolodner, J. L. (1997). Educational Implications of Analogy: A View from Case-Based Reasoning." American Psychologist 52, 57-66.


Werhane, P. H. (2002). Business Ethics and the Origins of Contemporary Capitalism: Economics and Ethics in the work of Adam Smith and Herbert Spencer, in (ed.) Frederick, R. E. A Companion to Business Ethics, Blackwell Publishing.


Kolodner, J. L. (1992). An Introduction to Case-Based Reasoning. Artificial Intelligence Review. 6, pp. 3-34.


Shin, N., Jonassen, D. H., & MaGee, S. (2003). Predictors of Well-Structured and Ill- Structured Problem Solving in an Astronomy Simulation. Journal of Research in Science Teaching, 40 (1), 7-27.


Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48 (4), 63-85.


Meacham, J. A., Emont, N. C. (1989). “The interpersonal basis of everyday problem solving” in J. D. Sinnott (Ed.), Everyday problem solving: Theory and applications. pp. 7-23. New York: Praeger.


Harrington, H. L., Quinn-Leering, K., & Hodson, L. (1996). Written case analyses and critical reflection. Teaching and Teacher Education, 12 (1), 25-37.


Chi, M. T., Glaser, R., & Rees, E. (1982). Expertise in problem solving. In R. J. Stemberg (Ed.), Advances in the psychology of human intelligence. pp. 7-77. Hillsdale, NJ: Erlbaum.


Merseth, K. K. (1990). The early history of case-based instruction: Insights for teacher education today. Journal of Teacher Education, 42 (4), 2433-2439.


Merseth, K. K. (1991). Case studies and teacher education. Teacher Education Quarterly, 17 (1), 53-62.


Bunchball. (2010). Gamification 101: An introduction of the use of game mechanics to influence behavior. Retrieved from


Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161.


Leenders, M. R., Mauffette-Leenders, L. A., Erskine, J. A. (2001). Writing Cases. 4th edition. Ivey Publishing, Ivey Business School.


Dowd, S. B., & Davidhizar, R. (1999). Using Case Studies to Teach Clinical Problem-Solving. Nurse Educator, 24 (5), pp. 42-46.


Sudzina, M. (1999). Case study applications for teacher education: Cases of teaching and learning in the content areas. Boston: Allyn & Bacon.


Sicart, M. (2008). Defining game mechanics. Game Studies, 8 (2), 1-14.


Lee, J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15 (2), 146.

  Join Us
  Join as Reviewer
  Join Editorial Board