Author(s)

Wenling Lou ¹

Affiliation(s)

¹ School of Foreign Studies, Lingnan Normal University, Zhanjiang, 524048, China

Corresponding Author

Wenling Lou

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 theoretical 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.

KEYWORDS

Professional Ethics, Curriculum Planning, Instruction Design, Constructivist Learning Theory

CITE THIS PAPER

Wenling Lou, Integrating Professional Ethics Education into English Teaching: A Narrative Study of Curriculum Planning and Instructional Practice. Curriculum and Teaching Methodology (2025) Vol. 8: 178-187. DOI: http://dx.doi.org/10.23977/curtm.2025.080525.

REFERENCES

[1] Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York: Teacher College Press.
[2] Osborne, R. J. and Wittrock, M. C. (1983). "Learning Science: A Generative Process," Science Education 67.4: 489-508.
[3] Hyun, E. (1992). "Transforming Instruction into Pedagogy through Curriculum Negotiation," Journal of Curriculum and Pedagogy 3.1: 136-164.
[4] Pinar, W. F. (2004).What is Curriculum Theory, Mahwah, NJ: Lawrence Erlbarm Associates, 
[5] Shen, C. C. (1998). The ethical cognition of non-specialists in philosophy lecturing professional ethics. Philosophy and Culture, 8, 692-705.

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