Abstract: By investigating professional conduct codes for teachers in ten representative countries in North America, Europe, Asia, and Australia, this paper finds that the codes are mainly constituted by commissions, principles and rules, mainly involving in teachers’ commitments to students, parents, colleagues, and employers. This paper also reveals that most of the codes are defined in specific terms, and may serve as a feasible guidance for implementation and that learning-by-doing method is commonly adopted in cultivating teachers’ professional ethics. However, the codes of different countries vary in terms of the makers and functional orientations. Based on the comparative analysis, it is suggested that China’s professional conduct code training for teachers should take society as orientation and emphasize the baseline of professional conducts and that the training should be implemented through the whole professional career of teachers in a diversified and practical way.

Key words: teachers, professional conduct codes, international comparison, society oriented