Deconstructing Normativity as A Conceptual Framework: Transforming the Ethics and Teaching Profession Course to Build Inclusive Competencies in the Digital Era

Abstract

Teachers in Ethics and the Teaching Profession have been presented in a normative manner, focusing on static codes of ethics and professional standards, without considering the complex challenges faced by prospective teachers. This situation has resulted in prospective teachers' low preparedness to manage  inclusive classrooms, and they have ignored other diversities, such as differences in social background, culture, language, and cognitive abilities. Furthermore, digital transformation has not been incorporated into the curriculum, ranging from the use of artificial intelligence in learning to student data privacy to the dynamics of teacher student relationships in virtual spaces. This study uses a qualitative descriptive approach with data analysis, namely data reduction, using data obtained from closed ended Likert scale questionnaire, supported by a literature review and classroom observations. The results indicate that the predominantly normative learning orientation has not adequately prepared prospective teachers for the complexities of inclusive classrooms in the digital era. The required transformation goes beyond updating content to a paradigm shift in what it means to be an ethical, professional, and inclusive teacher amidst the ongoing flow of digital change. The direction of transformation encompasses three aspects: the application of case based learning, problem based learning, and simulations in the learning strategy; and reflective portfolio based assessment and case analysis in the evaluation.