Assessment and Practice in Educational Sciences 3092-717X 2 Serial Number 6 2024 04 01 Emergent Strategies for Embedding Ethics in Assessment Practices in Teacher Education Emergent Strategies for Embedding Ethics in Assessment Practices in Teacher Education 1 9 EN Journal Article 2024 02 13 This study aimed to explore emergent strategies for embedding ethics in assessment practices among  teacher educators in Tehran, with a focus on identifying principles, challenges, and institutional supports  within teacher education programs. A qualitative research design was employed, utilizing semistructured interviews with 20 purposively selected teacher educators from various institutions in Tehran.  Participants were chosen to ensure a diversity of experiences in assessment roles. Data were collected  until theoretical saturation was achieved and analyzed thematically using NVivo software, following  Braun and Clarke’s framework. Rigorous ethical protocols, including informed consent and data  anonymization, were observed throughout the study. Analysis revealed three major themes underpinning  ethical assessment in teacher education: (1) Ethical Foundations in Assessment—including fairness,  transparency, confidentiality, respect for student autonomy, cultural sensitivity, avoidance of bias, and  honesty in feedback; (2) Ethical Pedagogical Strategies—such as reflective practice, dialogic  engagement, participatory rubric development, and ongoing professional development; and (3)  Institutional and Structural Supports—encompassing codes of ethics, assessment committees,  professional training, and digital privacy protocols. Participants highlighted both individual agency and  systemic structures as necessary for sustaining ethical assessment, while also reporting context-specific  challenges related to policy, resource constraints, and digital transformation. The study underscores the  multifaceted nature of ethics in assessment, revealing that sustainable ethical practices require a  combination of personal commitment, reflective pedagogies, and supportive institutional frameworks.  Embedding ethics in assessment is both a relational and structural endeavor, demanding contextsensitive approaches, professional development, and robust policy supports in teacher education. These  findings have significant implications for developing comprehensive ethical guidelines, fostering  reflective practice, and ensuring equity and integrity in teacher assessment.

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