Cultivating Moral Literacy: Australian In-Service Teacher Perspectives on Ethical Reasoning and Initial Teacher Preparation

National professional standards in Australia mandate ethical practice, yet research indicates a persistent gap in how these capacities are systematically cultivated within Initial Teacher Education (ITE) programs. Grounded in Sanger and Osguthorpe’s (2011) Moral Work of Teaching framework, this study investigates the extent to which educators understand and enact ethical decision-making within complex contemporary moral landscapes. The research aims to move beyond a focus on static codes of conduct to explore the dynamic interplay between personal beliefs, institutional expectations, and professional judgment. Using a mixed-methods approach, this paper reports on data from a large-scale survey of 131 Australian in-service teachers, examining their personal definitions of ethics and their responses to authentic professional dilemmas.

Initial analysis reveals that these educators frequently define ethics as synonymous with professional conduct and legal compliance rather than nuanced moral reasoning. A dominant theme emerged regarding the perceived inadequacy of formal preparation; many respondents described their ethics training as "minimal," "shallow," or "thin". Instead, teachers reported that their primary ethical development occurred through first-hand experiences and challenges encountered during clinical practicums. Participants identified critical contemporary ethical dilemmas, including the misuse of generative artificial intelligence, biased assessment or grading practices, and the complexities of maintaining professional boundaries within digital and social media environments.

These findings suggest that current implicit approaches to ethics education fail to adequately prepare educators for the multifaceted demands of modern classrooms. This work advocates for a shift toward explicit pedagogical strategies, such as case-study analysis and reflective practice, to equip teachers with the "moral literacy" required to act as agents of change. By illuminating the specific nature of ethical understanding, this study provides a framework for enhancing curricula to foster principled, socially responsive educators capable of navigating complex professional landscapes.