Ethical profile of the university professor facing the challenges of inclusion and diversity.

Abstract

This article reports the results of a qualitative research, whose general objective was to analyze the professional ethical principles that address the teachers' dilemmas that arise in the inclusion of people with disabilities at the university. In particular, it presents the characterization of the professional ethical profile of teachers to address diversity, with emphasis on their initial training, their continuing education in both pedagogical and inclusion issues and the meaning they give to their teaching practice from the principles of professional ethics. The method used was the intrinsic case study. Interviews were conducted with 12 professors from a private university in Puebla, Mexico. The results show that, in addition to the pedagogical role and disciplinary specialization of teachers, it is necessary to strengthen their ethical profile in order to face the challenges of inclusion from the principles of justice, autonomy, beneficence and non-maleficence.