Teacher candidate perception of preparedness for ethical student-teacher interactions

To determine whether teacher candidates perceived they were prepared to engage in ethical student teacher interactions, the author developed a survey to be administered to candidates in the College of Education at California State University San Marcos. In addition, any variances among the different credential programs in regards to perceived preparedness was examined. Considering the impact studentteacher relationships have on the development of students, increased knowledge on how to improve student-teacher communication is a vital part of improving education. Three hundred and seventeen individuals (51 men, 262 women, 4 unreported) participated in the current study. The central findings of the present study suggest that teacher candidates are uncertain in regards to their perception of being prepared to engage in ethical student-teacher interactions. A significant difference was identified between the special education and multiple subject programs in the area of prevention. The results suggest a need for expanded education regarding ethical student-teacher interactions within the credential programs. Teacher preparation programs playa vital role in preparing teachers for the multifaceted role of educators. Teachers can positively contribute to a student's educational experience through the development of ethical student-teacher interactions. Key Words: Ethics, student maltreatment, student-teacher interactions, teacher credential programs