This article explores the significance of social and moral norms in professional pedagogical activity. It examines the theoretical foundation, practical application, and challenges of adhering to these norms. The findings emphasize their critical role in shaping educators’ ethical behavior and improving the educational environment. Strategies for the effective implementation of these norms through professional development, institutional policies, and reflective practices are also discussed, highlighting their contribution to fostering inclusive and ethically sound teaching practices.

Professional pedagogical activity, social norms, ethics in education

Banks, J. A. (1994). An Introduction to Multicultural Education. Allyn & Bacon.

Darling-Hammond, L. (2000). The Right to Learn: A Blueprint for Creating Schools that Work. Jossey-Bass.

Delpit, L. (1995). Other People's Children: Cultural Conflict in the Classroom. The New Press.

Freire, P. (1970). Pedagogy of the Oppressed. Herder and Herder.

Johnson, D. W., & Johnson, R. T. (1999). Cooperative Learning: Increasing College Faculty Instructional Productivity. ASHE-ERIC Higher Education Report.

Kohlberg, L. (1981). Essays on Moral Development, Volume I: The Philosophy of Moral Development. Harper & Row.

Noddings, N. (1992). The Ethics of Care: Personal, Political, and Global. University of California Press.

Rogers, C. (1969). Freedom to Learn. Merrill.

Schon, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.

Zeichner, K. M. (1993). Teacher Education and the Social Conditions of Schooling. Routledge.