Abstract

Some results of a survey on professional ethics conducted among francophone college teachers in Quebec are compared with a review of the literature and the results of focus groups previously held on the subject. The justification reasons behind the ethical nature of certain professional concerns, along with the guidelines and the resolution strategies used to address those concerns, are found to be similar. These justifications relate primarily to situations where there is a conflict of conscience, a conflict of values or consequences on others, particularly students; the calling into question of professional integrity stands out as a particular justification not mentioned in earlier studies. The guidelines to deal with dilemmas are also similar: institutional normative texts and values deemed relevant by the teachers come first. The results show a good balance between the use of these two types of guidelines (external and internal) by teachers. The main strategies applied by teachers for resolving dilemmas are peer discussions and personal reflection.