The absence of official codes of ethics and conduct for teaching practice at many traditional South African universities is of great concern. With this sequential explanatory, triangulation, mixed-method study we aimed to provide a valuable framework for universities developing and implementing these codes. In this study, quantitative content analysis, quantitative surveys, and qualitative interviews revealed that many universities did not have codes specific to teaching practice but rather applied codes that were created for the broader university context. Furthermore, where codes for teaching practice do exist, these are often not official university policies, not available to the public, and feature elements that vary across universities. Consequently, ethical dilemmas experienced during teaching practice are not addressed in these codes. Pre-service teachers in this study were found to be unaware of these codes and their content and were thus unprepared for ethical risk that may occur in teaching practice. The lack of codes of ethics and conduct, and awareness thereof, pose potential risks to various stakeholders in teaching practice. This led to the development of guidelines for a policy framework that addressed what should form part of the codes and how to improve awareness thereof. It is recommended that universities include a separate code of ethics and code of conduct in the teaching practice handbook to increase pre-service teachers' awareness of values and morals expected of them and guide their behaviour during teaching practice.