Göçen, AhmetBulut, Mehmet AkınBulut, Mehmet AkınEğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü2024-03-222024-03-222024Göçen, A., Bulut, M. A. (2024). TTeaching ethics in teacher education: ICT-enhanced, case-based and active learning approach with continuous formative assessment. Journal of Academic Ethics. https://doi.org/10.1007/s10805-024-09503-01570-17271572-8544https://doi.org/10.1007/s10805-024-09503-0https://hdl.handle.net/20.500.12154/2747[ArticleInPress]The teaching of ethics in teacher education programs is crucial for fostering the moral and ethical development of prospective teachers and shaping them into ethical role models for future students. This study, employing qualitative case study research, gathered data from undergraduates in teacher education programs to explore the best approaches for ethics education. It found that combining digital and case-based pedagogical methods, fostering an open-minded attitude among lecturers, and implementing a blend of Socratic and active learning techniques leads to the most favorable outcomes. Additionally, con¬tinuous formative assessment throughout the academic year is essential. To cultivate a teaching workforce with strong ethical and moral values, undergraduate courses in ethics and morality should be thought-provoking, integrating real-life cases with a mix of digital and tangible resources. The ethics course lecturer should not only serve as a role model and exhibit a caring disposition but also use effective teaching methodologies. The pa¬per details key themes and categories for successful ethics instruction and offers specific recommendations.eninfo:eu-repo/semantics/openAccessEthicsMoralityEducation TechnologyICTTeacher EducationCase-BasedActive LearningContinuous Formative AssessmentArticle10.1007/s10805-024-09503-0Q2WOS:0011384332000012-s2.0-85181924115Q1