Ensuring the Process of Formation of Moral and Ethical Culture of a Future Art Teacher

Authors

  • Vasyl Zhukov Ph.D. in Pedagogy, Associate Professor, Doctoral student of the Department of Educology and Innovative Pedagogy, Coordinator of Educational Work of the Faculty of Arts, H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine
  • Olena Ovcharenko-Pieshkova Senior Lecturer of the Department of Instrumental and Performance Skills, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine
  • Oksana Kovalenko Doctor of Sciences (Pedagogy), Professor, Professor of the Department of English Philology, Director of the International Education Centre, H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine
  • Viktoriia Mishchanchuk Ph.D. in Pedagogy, Associate Professor, Associate Professor of the Department of Music Studies, Instrumental and Choreographic Training, Kryvyi Rih State Pedagogical University, Kryvyi Rih, Ukraine
  • Ruslan Zhoga Ph.D. in Pedagogy, Lecturer of the Department of Musical and Instrumental Teacher Training, Municipal Establishment "Kharkiv Humanitarian-Pedagogical Academy" of the Kharkiv Regional Council, Kharkiv, Ukraine 
  • Ganna Кondratenko Ph.D. in Pedagogy, Associate Professor, Dean of the Faculty of Musical Arts and Choreography, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine

DOI:

https://doi.org/10.18662/rrem/17.4/1071

Keywords:

art education, teacher ethics, moral culture, experiential learning, mentorship, reflective practice, technoethical awareness

Abstract

This study investigates the formation of moral and ethical culture in future art educators, recognizing this dimension as integral to their professional identity and educational effectiveness. While the importance of ethics in teacher education is widely acknowledged, the practical implementation of ethics training remains inconsistent, especially in the context of art education. Using a mixed-methods design, the research combines quantitative survey data (N = 127) with qualitative focus group insights to assess the perceived importance, frequency, and effectiveness of ethical training in art teacher programs. Results highlight a strong consensus on the value of ethics education, particularly among student-teachers, yet reveal limited formal instruction and reliance on sporadic or incidental discussions. Thematic analysis uncovers key gaps in curricular integration and emphasizes the effectiveness of experiential learning, mentorship, and structured reflection in fostering ethical sensitivity. The study proposes that systematic inclusion of ethics modules, mentorship schemes, and community-based projects can significantly enhance the ethical competencies of future art teachers. Additionally, in light of the digital transformation of education, the article advocates for incorporating technoethical awareness into training programs to prepare teachers for ethical challenges in AI-mediated learning environments. Empirical findings support calls from global literature for teacher education reform that integrates ethical reasoning as a core component, blending theoretical, emotional, and practical learning strategies. This research contributes to both national and international discourses on teacher professionalism, offering specific recommendations for curriculum design and policy. The Ukrainian experience is positioned within a global context, illustrating how ethical formation can respond to contemporary social, technological, and cultural demands. The study concludes that cultivating moral and ethical culture in art educators requires a multidimensional, reflective, and practice-oriented approach that empowers teachers to guide students not only artistically but ethically.

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Published

2025-12-18

How to Cite

Zhukov, V., Ovcharenko-Pieshkova, O. ., Kovalenko, O. ., Mishchanchuk, V. ., Zhoga, R., & Кondratenko G. . (2025). Ensuring the Process of Formation of Moral and Ethical Culture of a Future Art Teacher. Revista Romaneasca Pentru Educatie Multidimensionala, 17(4), 594-616. https://doi.org/10.18662/rrem/17.4/1071

Issue

Vol. 17 No. 4 (2025): Revista Romaneasca pentru Educatie Multidimensionala

Section

Reform, Change and Innovation in Education

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