広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域
(Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science).
No.55
(2007.
3)
,p.105-
113
識別番号
ISSN
13465562
抄録
Article 81 of the Constitution of the Kingdom of Thailand revised in 1997 stipulates the necessity of formulating an educational law for national educational development and enhancing the teachers' professional development. Based on this provision, Teachers and Educational Personnel Council Act was eventually promulgated in 2003 and the newlyestablished license system for educational professionals together with standards for the educational professions and the code of ethics came into being. In the requirements of the license, three positive qualifications and three prohibited characteristics were specified. Considering these factors, the high level of ethics was more emphasized than mere knowledge and teaching techniques. This study aims to clarify the quality of ethics required for teachers through comparing the differences of the code of ethics of educational professions with those for other traditional professions, such as lawyer and medical doctors. This study also examines the objectives, authorities and powers and duties of each profession and the composition of their ethics committees to identify the nature of the organization as well as the nature of their code of ethics. Consequently, professionality and autonomy of teachers' organization and their code of ethics seem to be relatively immature. However, teachers are required to be a living example with high morality and to be an active leader in preserving and developing the traditional culture and the local wisdom in their community. In short, the quality of ethics required for teachers should go beyond the classroom or school and extend to the community. In a sense, teachers are required to have more sophisticated ethics than the other traditional professions.
