Integrity in the professional competence of future teachers: theoretical and methodological aspects of the problem

author: Mariana Drobotenko

 Relevance of the research.  In the context of the current transformation of the educational system, the issue of integrity as a component of the professional competence of future teachers is gaining particular significance. The formation of ethical foundations for pedagogical activity is critically important for ensuring quality education, especially in light of the moral challenges of a post-industrial society.

Problem statement.  Integrity is not only an ethical ideal but also a functional component of teacher professionalism. Its integration into the structure of professional competence requires a rethinking of educational approaches to teacher training.

Analysis of recent research and publications. The issue of integrity in teacher education is addressed in numerous scholarly studies that encompass philosophical, ethical, and educational dimensions. In Ukrainian academic discourse, the moral and ethical competence of teachers is explored from the perspective of educational axiology and the philosophy of upbringing (V. Andrushchenko, M. Kultaeva, O. Suk). In the international context, significant contributions have been made by researchers who interpret integrity through the lens of virtue ethics (A. MacIntyre, R. Hursthouse, H. Sockett, J. Stern). Special attention is paid to the development of the teacher’s character, moral judgment, and the impact of professional virtues on the quality of the educational process. There is a broad consensus on the need to integrate an ethical dimension into teacher preparation, particularly through the development of practical wisdom, reflective ability, and epistemic virtues.

Research task. The aim of the study is to reveal the essence of integrity as a key component of a teacher’s professional competence through the perspective of virtue ethics and contemporary philosophical approaches.

Main material presentation. The study focuses on revealing the content of integrity as a fundamental element of professional teacher competence. It analyzes philosophical and ethical approaches to understanding virtues, particularly in the context of the Aristotelian tradition (phronesis, episteme, techne) and its contemporary interpretations. Practical wisdom, epistemic curiosity, academic integrity, and reflective capacity are identified as essential traits of an effective teacher. Emphasis is placed on the importance of developing the ability to make moral judgments in professional activity, as well as on the role of pedagogical virtues in responding to the challenges of today’s multicultural and institutionally constrained educational environment. Special attention is paid to the communicative nature of virtues as elements of professional practice that emerge through interaction within the educational community.

Conclusions. The professional competence of a teacher goes beyond technical skills and includes moral and ethical qualities. Virtue ethics, combined with social constructivist approaches, provides a methodological foundation for shaping a morally responsible educator capable of acting ethically in complex situations.

Keywords: integrity, professional competence, virtue ethics, teacher, phronesis, episteme, teacher education. 

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