Integrating Professional Ethics Education into English Teaching: A Narrative Study of Curriculum Planning and Instructional Practice
Abstract
This study described the manner and process in which a faculty at the time of current study without philosophical expertise taught professional ethics offered by her Department of Applied Foreign Languages. The participants were undergraduate junior students majoring in Applied Foreign Languages. Qualitative data were collected from questionnaires, survey, individual interviews, and the researcher’s teaching reflection. In this study the researcher primarily applied constructivist learning theory as the framework, bringing students varied learning access and opportunity. The results show that integrating curriculum planning and multiple both teaching and assessments methods not only develop students’ understanding of professional ethics, but also increase students’ competence of ethical judgment and ethical reasoning, thereby the students achieve effectively deep learning. The results also indicate that developing a holistic curriculum and instructional design significantly enhances students’ professional ethics learning. Additionally, exposing students to diverse ethical discussions and readings improves their ethical sensitivity—a critical component for fostering self-reflection and change.
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