Knowledge, attitudes and educational experiences of teachers of a primary school, on ethics, equity, transparency and culture of legality

Abstract

Nowadays, relatively, ethical paradigms have been put aside in academic training and are only mentioned in transversal axes. Some teachers apply it and others do not, as they are approached merely as a complement. Objective: to determine the knowledge, attitudes, and educational experiences of Primary School teachers. Nº 948 "Santa Rosa", in 2021. Methodology: observational, phenomenological study with a qualitative approach, 16 teachers of basic school education were included through intentional sampling, between May 31 and June 1, 2021. Individual and focal group interview techniques were applied. Regarding knowledge, the teachers manifested concepts appropriate to their experiences, they lack a clear definition in terms of exact terms; they show a positive attitude regarding the need for ethical training. Educational experiences: they develop contents aimed at the development of ethical values in kindergarten, and in primary school they do not develop specific contents, evaluations on ethics and values do not affect the promotion of students, they comment on negative experiences about some children and the attitude of parents about evaluating their children. In general, they indicated that the training and resources received from the Ministry of Education are scarce. An outstanding aspect was the attitude about ethics, their knowledge requires greater technical development, and their educational experiences indicate the need to implement new teaching-learning strategies, technical support is required for the training of teachers themselves.