Curricular elements related to training in professional ethics

Abstract

PROBLEM: training in professional ethics is expected to occur in formal education; However, the term “training” refers to the reflection of experiences and experiences of formal and non-formal education. OBJECTIVE: to determine if there is a relationship, relevance, coherence and sufficiency of five elements of the formal curriculum and five of the hidden curriculum, with training in professional ethics. METHOD: under the qualitative paradigm, with a phenomenological design and with an exploratory scope, the relationship, coherence, relevance and sufficiency of five elements of the formal curriculum and five of the hidden curriculum, with the construct “training in professional ethics” -FEP, was studied. -, through a survey of four judges with experience in education or psychology RESULTS: the elements of the formal curriculum that have a relationship, relevance and coherence with the FEP construct are: curriculum, teachers, students, professionals, authorities; and the elements of the hidden curriculum are: unwritten rules, faculty environment, professional environment, social environment and family environment. In both cases, the elements lack sufficiency. CONCLUSION: to achieve relationship, relevance, coherence and sufficiency with the FEP construct, the element “codes of conduct” must be added to the selected formal curriculum elements; and to the hidden curriculum we must add the element “media”.