THE RELATIONSHIP BETWEEN PROSPECTIVE TEACHERS' PERCEPTIONS OF ETHICS AND THE FACTORS EMBODYING THE CONSTRUCTION OF ETHICAL VALUES (original) (raw)
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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.
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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.
Professional ethics and teacher education
Practicing ethical values in the modern society is a serious challenge and problem for individuals, society and nation. If an individual's personality has to be developed all round and if an environment of truthfulness, love, cooperation, sympathy, forbearance, brotherhood has to be created in the society, following ethics is of primordial importance. Education plays an important role in not only understanding the importance of values but also in assimilating them. Ethical issues, taken as complex and integrating dimensions, pervade the reflection on values in the daily lives of people and communities, where the rational and emotional, affective and intuitive, thought and action, objective and subjective are layered upon each other, thus, contributing to the equation of individual and collective meanings. Education, as a social instrument between the past that is to be conveyed and a future that is to be prepared, presents tension on the one hand between socialization and conservatism, while on the other, is itself an interpreter, constructor and diffuser of meanings. The purpose of this study is to explore the issues related to ethics that education and training have to take into account. Furthermore, we have identified certain aspects regarding the ethical training of teachers, which connect it to other dimensions under study, namely the regulation and creation of a deontological code and the ethical, personal and professional conceptions of teachers.
International Journal of Instruction
As Campbell (2008) skillfully explains, "the field of ethics in teaching as a moral profession is a robust and compelling one. It captures the interest and imagination of scholars, researchers, and practitioners alike because it is very important and integral to the world of education" (p.21). Similarly, in many EFL countries including Iran, professional ethics has recently turned into a crucial topic. Consequently, further researches regarding the notion of ethics, its components and whether experience plays a role in this regard, need to be carried out. Throughout the current article, the researchers, at first place, illustrated the importance of professional ethics in teaching through a thorough review of literature. Afterwards, a previously localized code of professional ethics, which was transformed into a validated instrument for data collection, was deployed to gather data from 200 EFL male and female university instructors. Pearson Correlation was administered to investigate the probable relation between EFL university instructors' teaching experience and their understanding of professional ethics. Also, to prioritize the components of professional ethics based on EFL instructors' perspective, Friedman test was deployed and the results are disused according to EFL teaching learning context.