Eaton, Sarah ElaineRothschuh, StefanFernández Conde, CristinaGuglielmin, MelanieOtoo, Benedict KojoWilson, JennyBurns, Ian2018-02-222018-02-222018-03-02http://hdl.handle.net/1880/106405Schools of education are in a unique position to foster a culture of academic integrity among pre-service teachers who will go on to careers as K-12 educators. This presentation presents the results of a year-long mixed methods study to understand the perceptions and approaches to academic integrity taken by academic staff in a Canadian school of education. Participants (N = 38) included tenured, tenure-track and contract faculty at a variety of ranks and positions. Findings revealed that faculty had different perceptions on how cases of academic misconduct should be addressed, but had little awareness of how to prepare pre-service teachers as future mentors when it comes to cultivating academic integrity among their own future K-12 students.enUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.academic integrityplagiarismCanadaeducationteacher educationqualitative researchconference paper10.11575/PRISM/5479