The Opinions of Preschool Teachers about Ethical Principles (original) (raw)
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As an application area of ethics, professional ethics can be define as the accepted rules, approaches, attitudes and behavior that one must consider and individualize while professing a job and share with others in same profession. All profession groups have their own ethical principles. Parallel to this as an profession Pre-school Teaching has its own ethical principles. However when Program in Pre-school Education is analyzed it is seen that there is not any course that primarily aims to get students comprehend professional ethic principles. Especially, the internalization and application of professional ethic by the pre-school teachers working with young children will contribute the comprehension of ethic rules by next generations. In this context, it is important for pre-school teachers to know and internalize professional ethic principles. The basic aim of this survey model employed study determine the ideas and opinions of 4th grade Pre-school Education Program students and the factors and courses that served to form those ideas and opinions. Towards this basic aim focus group interview was done with 10 4th grade preschool education program students. The purposes of choosing focus group interview for data gathering is provide students exchange their consideration with their friends and researchers and examine the subject detailed. Data will be analyzed by descriptive analysis technique and results will be presented and discussed in the congress.
Opinions of The Teachers of Pre-School Education on Ethics
International Journal of Psychology and Educational Studies
This study aims to examine the opinions of the pre-school education teachers on ethics. The study has been designed pursuant to the qualitative and case study techniques. The study included 32 pre-school education teachers during the academic year 2020-2021. The general information form and structured questionary form, prepared by the researcher, were used to collect the data. Due to the epidemic period, the participants filled out the forms online and then sent them to the researcher. Data were transcribed in a text format and analyzed using an inductive approach. Descriptive and content analysis were used in the analysis of the data. First, similar data were combined, codes were created, and categories were reached from interrelated codes. The study's findings revealed that participants view ethics as having a social, personal, and global dimension. Moreover, the participants related professional ethics to the teachers' rules and competencies. In addition, findings showed ...
CERN European Organization for Nuclear Research - Zenodo, 2022
Teachers have to communicate with other people as a part of necessity and structure of their occupation. Therefore, just like other occupations that depend on human relations, teachers face situations that create ethical dilemma. In this research, determinig the relationship between demographig informations (The institution where teachers work, their duties in the institution, their gender, age, the educational institution they graduated from and their length of service) and the thoughts about the professional ethical principles of the special education department and preschool education teachers was aimed. The design of the research was survey type research. First of all, relevant literatüre was reviewed and the data was collected with "The Professional Ethical Principles For Teacher Scale" which was developed by Kepenek in 2008. The scale was prepared in a 5-point Likert type. The sample of the study consists of 76 people, including teachers working in special education classes and students of special education departments. Because of the Pandemic, data was collected in online environment. Obtained data from marked questionnaires were subjected to statistical analysis with the SPSS package program. As a result of the research, it was found that preschool teachers are less aware of ethical rules. Thus, adding ethic topics to teacher training programs can be suggested to contribute to increase the quality of teacher education.
Morality is the stance and attitude that makes a social human being; the display of behaviors such as praise, criticism, tolerance and intolerance, confirmation and rejection; the taking of sides by stating what one finds good or bad, right or wrong, instead of staying indifferent to what other people say and do . Downloaded from 'moral judgment level', 'democratic attitude', 'autocratic attitude' and 'apathetic attitude'. Put differently, preschool teachers' perceptions about ethical behaviors are predicted by moral judgment level, democratic attitude, autocratic attitude and apathetic attitude.
Assessment of the Ethical Orientations of Turkish Teachers
Students' development in terms of values, moral education and character is crucial for the development of any society. Considering that these are gained through family and school, school principals and teachers can be the key players. Even if teachers do not deliberately act as models or ethic agents or their main purpose is not merely ethical education, they still affect the students directly and indirectly. Therefore, exploration of their ethical decisions and what orientations guide them in making those ethical decisions is highly important. In this regard, teachers' ethical orientation is worth measuring. In this study, Ethical Position Questionnaire, which has so far been commonly used to explore ethical orientations of various professionals and cultural groups, was translated into Turkish; and validity and reliability study was applied on teachers. Research group consisted of 251 primary school teachers working in state schools located in Kocaeli province, Turkey. To identify the construct validity of Ethical Position Questionnaire (EPQ), factor analysis was conducted. The analysis revealed that EPQ is two factorstructured and these factors explain %45 of the variance. Cronbach's Alpha internal consistency reliability assessed for the total items of Turkish version of EPQ was .81 and for the first subscale -idealism-, for the second scalerelativism-was found .84 and .86 respectively. In conclusion, The Turkish version of Ethical Position Questionnaire was identified as a valid and reliable research tool to assess ethical positions of primary school teachers.
Designing a Professional Ethics Model for Primary Teachers in Yazd
International Journal of Ethics and Society, 2020
Background: Regarding the principles of professional ethics by teachers is one of the most important and vital issues in the field of education and training of children, especially in primary school. In this regard, the purpose of this study was to design a model of "professional ethics" for primary school teachers in Yazd. Method: The research approach was qualitative and the research method was "grounded theory". The study population was all primary school teachers in Yazd. 11 interviews were conducted until the theoretical saturation was reached. Participants were selected using "theoretical sampling" method. The research tool was "indepth semi-structured interview". Data were analyzed at three levels of open, axial and selective coding. The "triangulation" method `as used to determine the validity of the data. Results: The findings showed that the core catregory of this research is professionalism. Also, the most important causal conditions included culture and family education, teacher modeling, the position and importance of ethics in the educational system, the position of the teacher's job and moral education. In addition, rules and regulations, salaries and benefits, school climate, school management and the structure of the education system were the most important contextual conditions. Environmental intervention conditions including socio-cultural, political, economic and technological environment were identified. Strategies, motivation and feedback were also determined. Finally, concequences were identified, including students' performance and life course, popularity, career success, and social impact. Conclusion: In a general conclusion, it should be said that the presented model can be used in the development of ethical and professional codes and by training ethical teachers can take a big step toward promotion of science, understanding and ethics in society.
Ethics Teacher and Professional Ethics of Special Education Teaching in Turkey
International Journal of Eurasian Education and Culture, 2020
Ethics is a branch of science that covers professionalism, justice, equality, honesty, accuracy, professional commitment and development, which attempts to establish the concepts related to morality by questioning what they are, and allows experts in their field to make the distinction between right and wrong. The concept of professional ethics also covers all of these rules. This study includes the principles of professional ethics and solutions for the problems that teacher candidates may benefit from during their pre-service education periods. In this study, which is a descriptive survey model, a study group is constituted with 35 candidates for special education teachers. The candidates who participated in the study were asked questions that were prepared in the form of semi-structured and triple-likert. The collected information is obtained by examining the data content analysis technique. The findings of this study revealed that educators who care about moral values, who are fair, who carry out professional responsibility, who are respectful, who care about the student, who are bound by laws and rules, and who do not derive personal benefits are ethical teachers. Special education teacher candidates see their ethical principles and values as a priority over laws and regulations. Special education teacher candidates state that the concept of professional ethics is related to concepts such as ethics and values, responsibilities, the whole of the rules that must be followed, development by the profession, professionalism, equality, and respect. It was determined that the majority of the information they learned about professional ethics of special education teacher candidates were obtained from the courses they took while they were students. It was concluded that they tried to complete their deficiencies by reading books and articles on hearsay information and professional values. During the transition to the profession, it was observed that what was taught to the teacher candidates about professional ethics and the studies for the teacher candidates were insufficient. Some suggestions have been made regarding this area by taking the results of the research into account.
Ethical awareness and ethical orientation of Turkish teachers
Education, 2013
This study inquires ethical evaluation of teachers, investigating their moral reasoning to ethical decision making, in Turkey. Specifically three hypotheses were tested: Overall ethical awareness of teachers is high; Teachers will identify reasons for ethical evaluation related to philosophical values such as justice, deontology, utilitarianism, relativism and egoism; and the willingness of the teachers to take questionable actions is low. A survey was conducted among 117 teachers who were voluntarily participated to the survey. The author created eight scenarios in education context, and modified the Multidimensional Ethics Scale into Turkish. The scale was reduced into four dimension; justice, utilitarianism, relativism and egoism, after the modification process. Results revealed that, overall ethical awareness of the teachers is high. Secondly, philosophical values affect the participants’ ethical evaluation; especially justice has the strongest effect on their ethical reasoning. Lastly, they are not willing to take the unethical action. This paper aimed to contribute ethics and education studies exploring teachers’ ethical decision-making, using and philosophical values as reason.
2013
The ethical classification that forms the basis for this research uses a triple classification slightly different from the traditional approaches: "Consistency", "Results 1 " and "Caring". With this classification it is stated that in handling the actions with an ethical approach, all three aspects are necessary. This study was conducted as a qualitative research and interview method was used to collect the research data. Study group consists of 10 volunteer elementary school teachers. The findings of the study reveal that the teachers who took part in this research took into consideration each of the factors "consistency", "results" and "caring" sometimes singly, sometimes two of them together or sometimes three of them together. In addition, it is possible to indicate that different factors come to the forefront in different incidents that have similar characteristics, indicating that in this sense there is not a simple or single ethical stance in operation. From an ethical point of view, our actions are also influenced by our society's norms, from the principles that come into existence over time and from the roles that we assume in the social domain.
The role and importance of the problem of ethics in education
Cypriot Journal of Educational Sciences, 2022
The purpose of this research; To evaluate the role and importance of the ethical problem in education through the ethical perceptions of primary school teacher candidates. The research was designed in accordance with the phenomenology pattern, one of the qualitative research designs. In this research, 40 teacher candidates studying in primary school teaching departments in various universities in Kazakhstan in the 2021-2022 academic year constitute the study group of the research. Research data were collected through a semi-structured interview form developed by the researchers. As a result of the research; Primary school teacher candidates' views on ethical behaviors in the teaching profession were evaluated, and teachers ranked ethical behaviors as professional commitment, justice/equality, honesty/reliability, objectivity/impartiality, professional development, respect and professionalism. The pre-service teachers who participated in the research described discrimination, professional abuse, bribery, indiscipline and irresponsibility as unethical behaviors. In addition, the majority of teacher candidates participating in the research stated that the role of ethical behavior in the teaching profession is very effective. It is necessary to increase the courses taken by pre-service teachers during their education on professional ethics, and the course content should be developed in order to ensure their development.