DOI - Mendel University Press

DOI identifiers

DOI: 10.11118/978-80-7509-772-9-0009

ACADEMIC INTEGRITY TEACHER TRAINING: PREVENTIVE PEDAGOGICAL PRACTICES ON THE COURSE LEVEL

Sonja Bjelobaba
Center for Research Ethics and Bioethics & Department of Modern Languages, Uppsala University, Sweden

More often than not, academic integrity as a discipline is defined by stating what it is not. Instead of focusing on what we want our students to do, we tell them that they should not cheat, plagiarize, collude, falsify or fabricate data, or engage in contract cheating. When defined in this way, academic integrity focuses on corrections of students’ behaviour, detection, and punishment, still generally managing to avoid explaining to students what we want them to do instead. Academic integrity can – and should – be defined in other ways, as a set of positive values or an agreement with ethical and professional principles, standards and practices that involve the whole institution. Such a change in the definition inevitably changes our teaching of academic integrity: instead of correcting students’ behaviour, different methods of the preventive and pedagogical promotion of academic integrity can be explored. One of them is an integration of academic integrity across the curriculum thus permeating all higher education. In order to achieve that, educational measures should not only be aimed at students, but to their teachers as well. In this paper a structure of an academic integrity teacher training workshop is presented with a focus on the integration of academic integrity in curriculum through constructive alignment and the examples of different preventive pedagogical practices.

pages: 9-18



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