A Qualitative Study of Cross-Cultural Skills Growth: An International Teaching Practicum in the Philippines (original) (raw)

ProEthica: Advancing Teacher Candidate Ethics Assessment from Theory to Practice in Christian Contexts

In recent decades, accreditation standards have required teacher education programs to establish and implement dispositions that define and assess affective beliefs and values integrated within the teacher preparation process. The 2015 publication of the National Association of State Directors of Teacher Education and Certification (NASDTEC) Model Code of Ethics for Educators sought to unify the application and assessment of dispositions relating to integrity and social responsibility through a national referendum. In response, Educational Testing Service (ETS) developed an online program, ProEthica, to challenge individual teacher candidates and school leaders to explore potential-risk scenarios in an effort to produce self-reflection regarding legal ramifications when making school-based ethical decisions. ProEthica is currently being embraced as a licensure component by some state departments of education. Researchers conducted a pilot program, integrating ProEthica as a component in a graduate and an undergraduate foundations class in the spring of 2017, to assess the value of using ProEthica as a practical extenuation of its dispositions. Analysis of the data found ProEthica principles and indicators for leadership and for pre-service candidates—though written from secular ethical and moral perspectives—to be aligned with the Christian university's worldview and dispositional values and beliefs. The use of ProEthica offers the Christian university an evaluation tool that does not compromise but rather augments its biblical identity, while enabling it to meet state and national teacher and leadership training mandates.

Teaching as a Moral Practice: Defining, Developing, and Assessing Professional Dispositions in Teacher Education

Issues in Teachers Education, 2013

Thefieldof educationhasbeenaccusedoflackingamorally grounded sense of the meaning of teaching (Fenstermacher, 1999) because for many years it has focused on testing and accountability (Chieppo & Gass 2009; Harper, 2008). The education industry does not decry the need for accountability; however, it frowns at the notion that external bodies should dictate its standards of operation and thereby infringe on its autonomy (Hurst & Reding, 2008). Given the dynamic nature of education,the externalarticulationofasingular fundamentalpurpose of teachinginfringesonthe in-situmultidimensionalityandoftencontradictory perspectives thatteachers must work with,which make for ongoing questioning, reflecting, research and consequently new knowledge. The collective efforts of scholars in the field (e.g., Apple, 2004; Banks, 1995; Ladson-Billings,1995;Neito;2000;Sleeter 2001;Thompson,1992) speak to their goal of developing models for measuring competence and effectiveness as well as restructuring schools,improving classroom practices, and developing curricula that optimize student academic performance within the realities of classrooms. In their edited volume Teaching as a Moral Practice: Defining, Developing, and Assessing Professional Dispositions in Teacher Education, Murrell, Diez, Feiman-Nemser, and Schussler (2010) c

A Review of “Teaching as a Moral Practice: Defining, Developing, and Assessing Professional Dispositions in Teacher Education

Journal of Educational Research, 2012

As the director of a small secondary-education preparation program, I am hot on the trail of a program slogan for our students' lanyards as a way of tying them to a set of intellectual, pedagogical, professional, and personal dispositions. We want them to bear a concrete reminder of best practice as they-with habits only partly formed and lessons only partly learned-are challenged by kids, curriculum, context, or circumstance.

The Unraveled Myth of Ethical Differences in Educator Professionalism

2013

Educators are responsible in guiding the students towards becoming the ideal human capital of the nation. Nevertheless, there are vast differences in ethical practices among the educators and this adds to the achievement of some students, victimizing others. This qualitative research has the main objective to explore the differences in ethical practices among educators, particularly in areas related to guidance and evaluation in education and to identify the implications of such practices on the students. The samples include institution administrators, educators and students of different levels and different institutions. Collection of data was mainly through interviews, observations, balance-sheet plotting, guided questionnaires as well as document studies and analyzed using frequency-percentage approach. The findings show the existence of vast differences between the educators in the area of ethical practices in relation to managing, educational procedures as well as evaluation of...

Ethics and Teaching S 2014

The professional standards that educators in British Columbia are expected to meet include many ethical concepts, such as “care,” “trust,” “honesty” and “integrity.” However, what does a “caring relationship” look like, and how can educators balance the demands of fairness with the demands of care? What other ethical dilemmas do educators face, and based on what ethical principles or other grounds do they make decisions in such situations? This course explores the “codes of ethics” prescribed by professional organizations, then moves beyond these codes to consider ethics as ethos or disposition. Students will be asked to examine their moral values, where these values come from, and how they reconcile these values with professional demands in concrete situations. Through this examination students will gain insight into what they, as teachers, stand for and how they conceive of their role as agents of change.

Practice What We Teach: Our Ethical Connection to P-12 Schools

Journal of Transformative Leadership & Policy Studies, 2010

This article addresses the ethical interface of Educational Administration faculty, our degree and credential candidates, and the educational achievement of pre-school, kindergarten through high school (P-12) students. Culturally Proficient Coaching is presented as a set of integrated tools that can be used by Educational Administration faculty, P-12 school leaders, and classroom teachers in providing for the educational needs of students in our diverse communities.

PROFESSIONAL ETHICS FOR PROFESSIONAL DEVELOPMENT OF TEACHERS

Scholarly Research Journal for Interdisciplinary Studies, 2013

The progress of a country depends upon the quality of its teachers and for this reason teaching is the noblest amongst all professions and is called the people's profession. The irony of fate, however is that teaching is deemed to be the most unattractive profession and the teacher no longer occupies an honorable position in the society. In order to face the challenges of the dynamic world, destructing of teacher preparation process is highly essential for professionalism and empowerment of the teachers. Resurgence of a country come through the flood gates of value-oriented education. Professional Ethics makes explicit the teacher's role and defines his rights and duties along with the knowledge of what is involved in his virtuous conduct. The Code of Professional Ethics for teachers provides a framework of principles to guide them in discharging their obligations towards students, parents, colleagues and community. Increased awareness of the ethical principles governing the teaching profession is essential to ensure 'professionalism' among teachers. This would require value oriented education for teachers so that the teachers we prepare are ethical, who know professional ethics for their own development as well as for guiding the youngsters and making the future of nation. This paper emphasises the need of inculcation professional ethics in teacher training programs.

THE RELATIONSHIP BETWEEN PROSPECTIVE TEACHERS' PERCEPTIONS OF ETHICS AND THE FACTORS EMBODYING THE CONSTRUCTION OF ETHICAL VALUES

Futuristic Implementations of Research in Education (FIRE), 2022

Professional ethics refers to desired behaviors for a certain occupation. For teachers, professional ethics reflect pedagogical practices, from curricular content to relations with stakeholders. This study aims to reveal the relationship between the factors playing role in the construction of prospective teachers' ethical values regarding the teaching profession and their perceptions of ethics. This study was designed as a convergent-parallel design which is one of the mixed methods. Prospective teachers in the education faculty at a public university in Turkey participated in this study and were determined according to stratified sampling. Professional Ethics Scale for Pre-Service Teachers developed by Gelmez-Burakgazi and Can (2018) and a questionnaire consisting of open-ended questions developed by the researchers was used as the data collection tools. Quantitative data were analyzed with Mann Whitney U and Kruskal Wallis H tests, the qualitative part was analyzed with content analysis and the relationship was explored with simple correspondence analysis. According to findings the reasons to be a teacher, things they hear about professional ethics first, the pre-university process, undergraduate courses, and academicians' role are the things that help to build professional ethics. This reminds us the education process for all teaching levels is important for gaining ethical values.