The development of ethical reflectivity in college teachers: triggers and transformations
Teachers’ reflective capability is the key aptitude required to develop ethical competence. To document the process of developing ethical reflectivity, two groups of college teachers participated in a collaborative study in which they focused on case studies of ethical problems. This article analyzes data from 11 individual interviews on the development of reflectivity among these participants from four perspectives, namely triggers of reflectivity and the transformations it prompted in their conception of ethics as well as its impacts on developing competencies and building a professional identity.