Previous research suggests that professional ethics is largely handled tacitly thus remaining implicit (Thornberg, 2008, Colnerud & Granström, 2002, Sockett & Le Page, 2002). In teacher education, implicit professional ethics is problematic since it is difficult to observe and verbalize. In teacher education, student teachers write didactic plans, sometimes the plan is used in their school-based training, but sometimes not. The aim of this study is to test a didactic model which includes ethical aspects. The research questions are:  How do student teachers experience the didactic model, didethics, in teaching children? How do student teachers experience the didactic model, didethics, in their own learning?

Bengtsson (1997) who connects didactics to lifeworld theory describes with references to Herbart in the early 1800’s that all problems of teaching would be covered by didactics. The didactic model, didethics, that I want to test in teacher education,  includes ethical aspects and is a wide model (Bengtsson, 1997), meaning that it includes aspects as subject content, ethical views, methods, consideration of who the children are and so on. It is also wide because the model contains a process of learning from planning, implementation and reflection on what can be done differently next time and out of that, new planning. Didactic research that is close to my model is deliberative didactics (Englund, 2007, Almgren, 2006, Larsson, 2007) which focus on communication and children´s possibilities to problematize and discuss.

The model is connected to lifeworld theory for several reasons. When student teachers meet children, it is a meeting between different lifeworlds, meaning that both children and student teachers bring earlier experiences with them and get new experiences through the subjective body, living here and now (Merleau-Ponty, 2002). Theory (plans) and practice (the meeting) are interacting and considered as a whole (Dahlberg et al., 2008). In didactic plans you have to decide several things about the meeting without always knowing much about what might happen with the plan when the children respond in the situation. Lifeworld theory emphasizes the importance of individuality and context (Dahlberg, Dahlberg & Nyström, 2008). A person´s lifeworld is the sum of all meanings and this lifeworld is impossible for student teacher to escape but possible to reflect on (Husserl, 1995) which is an important part to deal with when using a didactic model including ethical aspects. Comparing the plan with the actual meeting with children is crucial in understanding how professional ethics can be handled in different situations.

To test and develop a didactic model that includes ethical aspects is relevant research to all European countries. Rogers and Webb (1991), referring to Nodding, emphasize the importance of adding ethics of care in teacher education. The contribution of this study is an effort to make ethical aspects of teaching visible and verbalized in teacher education.

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