Relevant bibliographies by topics / Pedagogical ethics

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Pedagogical ethics'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Pedagogical ethics"

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Ismoilova, Yu, and U. Mamatova. "Pedagogical Features of the Formation of Pedagogical Ethics in Future Teachers." Bulletin of Science and Practice 7, no. 5 (2021): 503–8. http://dx.doi.org/10.33619/2414-2948/66/56.

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The article is devoted to the formation of pedagogical ethics in future teachers and the study of the problems of pedagogical characteristics. It is imperative to pay attention to the knowledge of future teachers because mastering the system of competent reading in higher education is their social and professional duty. Therefore, future teachers need to know the rules and requirements of pedagogical ethics. Because mastering the etiquette of a teacher: professional ethics of future teachers — the formation of knowledge, skills and competencies in the ethics of a teacher; guide, regulate and m
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Kakkori, Leena, and Rauno Huttunen. "Aristotle and Pedagogical Ethics." Paideusis 16, no. 1 (2020): 17–28. http://dx.doi.org/10.7202/1072603ar.

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The teacher’s pedagogical ethics refers to the Kantian maxims that a teacher is obliged to follow. One could provide a list of the most crucial maxims that a teacher must absolutely not violate. We surely need these Kantian maxims in the teachers’ pedagogical ethics, although they tell us very little about the properties that good and moral teachers should possess. In teacher education we must of course elaborate on the ethical code of the teacher (maxims), but we must also consider the properties of a morally good teacher. A good source in endeavouring to find these properties is the book Ari
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Ibragimova, Dilbar, Mohinabonu Kuvandikova, and Burkhanova Mamura. "ABOUT THE IMPORTANCE OF ETIQUETTE IN THE PEDAGOGICAL SPHERE." Innovative Development in Educational Activities 1, no. 5 (2022): 100–107. https://doi.org/10.5281/zenodo.7382381.

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The discipline "Professional Ethics" is important in the formation of future teachers' pedagogical ethics because it includes not only the study of theoretical foundations of professional and pedagogical ethics, but also the analysis of relevant regulatory documents such as the code of professional ethics of the teacher, the ethical code of the teacher, the code of honor and service of the teacher, the professional code ethics and official behavior of a teacher, and so on. Professional regulatory materials should illustrate to students the requirement to conform with ethical stan
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Popovska Nalevska, Gorica, and Filip Popovski. "PROFESSIONAL AND PEDAGOGICAL ETHICS OF TEACHERS." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (2019): 315–20. http://dx.doi.org/10.35120/kij3002315p.

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Professional ethics is a theoretical and applied discipline that studies the established professional morale, behavior among people, employees in a given profession and between different professional groups. Ethics has the task not only to describe patterns of behavior and morality, but also to act through them. Schools and teachers are major factors in the ethical building of a person. They promote the general moral norms of society and, through the curriculum, organize programs on the development of positive moral properties, character and personality of the student. Pedagogical ethics is a
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Зозуляк-Случик, Роксоляна. "PEDAGOGICAL SYSTEM FOR FORMING PROFESSIONAL ETHICS IN FUTURE SOCIAL WORKERS AT UNIVERSITIES." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 18 (June 24, 2019): 37–41. http://dx.doi.org/10.32835/2223-5752.2019.18.37-41.

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The article presents key components of a pedagogical system for professional and ethical training of future social workers, which contribute to increasing their level of professional ethics. It determines the essence of the pedagogical system, which unities the processes of forming, developing, education and learning with all forms, methods and terms of their occurrence.
 The pedagogical system for forming professional ethics in future social workers at universities is described. It is considered as the multiplicity of interrelated components necessary for anorganized and purposeful profe
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Khusniddinova, B. X. "Logopeed's Code Of Ethics." American Journal of Social Science and Education Innovations 03, no. 05 (2021): 326–30. http://dx.doi.org/10.37547/tajssei/volume03issue05-59.

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The article is about a creative approach to the organization of professional activity, self-discipline, the desire to enrich their professional knowledge and improve their pedagogical skills, to establish a respectful and demanding relationship with students and their parents, a positive solution to complex pedagogical conflicts mastering the skills of making.
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Khusniddinova, B. X. "LOGOPEED'S CODE OF ETHICS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 09 (2021): 97–100. http://dx.doi.org/10.37547/pedagogics-crjp-02-09-22.

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The article is about a creative approach to the organization of professional activity, self-discipline, the desire to enrich their professional knowledge and improve their pedagogical skills, to establish a respectful and demanding relationship with students and their parents, a positive solution to complex pedagogical conflicts. mastering the skills of making.
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Khusniddinova, B. X. "LOGOPEED'S CODE OF ETHICS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 09 (2021): 97–100. http://dx.doi.org/10.37547/pedagogics-crjp-02-09-22.

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The article is about a creative approach to the organization of professional activity, self-discipline, the desire to enrich their professional knowledge and improve their pedagogical skills, to establish a respectful and demanding relationship with students and their parents, a positive solution to complex pedagogical conflicts. mastering the skills of making.
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Nazarova, Yu V., and E. N. Chesnova. "CODE OF PROFESSIONAL ETHICS IN THE DIGITAL SCIENTIFIC AND EDUCATIONAL SPACE OF THE UNIVERSITY: PRINCIPLES OF CONSTRUCTION AND EXPERIENCE OF APPROBATION." Gumanitarnye vedomosti TGPU im L N Tolstogo 2, no. 3(51) (2024): 57–76. https://doi.org/10.22405/2304-4772-2024-3-2-57-76.

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The article presents an algorithm for constructing a code of digital ethics, illustrated by the case of Tula State Lev Tolstoy Pedagogical University. The objective is to develop a model of the code of digital ethics for Tula State Lev Tolstoy Pedagogical University. In formulating the principles of the code of ethics, the authors of the article considered the legal documents (the Federal Law "On Education in the Russian Federation" [21]; the Charter of the Federal State Budgetary Educational Institution of Higher Education ‘Tula State Lev Tolstoy Pedagogical University’" [18], "Internal Labor
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Yamshchikova, Ekaterina. "Pedagogical Ethics in Social Media." Man and Education, no. 3 (64) (2020): 139. http://dx.doi.org/10.54884/s181570410020906-1.

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Dissertations / Theses on the topic "Pedagogical ethics"

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Terrill, John R. "A critique of ethics training in the secular graduate business academy and a pedagogical approach for character formation in the lives of Christian MBA students." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Serra, Vizern Montse. "Education in ethical values: a pedagogical proposal for the training of ICT professionals." Doctoral thesis, Universitat Autònoma de Barcelona, 2012. http://hdl.handle.net/10803/362637.

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Aquest treball de recerca investiga la formació en valors ètics dels professionals de les TIC amb l’objectiu de destacar un marc educatiu on portar a terme el procés d’aprenentatge dins de les escoles d’enginyeria. Aquest marc educatiu s’estudia a través de tres eixos principals: quin paper juga l’ètica dins del context de les TIC; quines implicacions morals té l’ètica professional; quins són els requeriments educatius essencials necessaris per tal que els professionals de les TIC puguin desenvolupar un perfil ètic adequat. Conseqüentment, les principals contribucions d’aquest treball són
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Bång, Olivia. "Drama as a pedagogical tool in technology education : A study of teachers’ perceptions of drama exercises when teaching ethics in technology." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-207940.

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According to the National Agency of Education in Sweden, ethics should be a part of technology education in compulsory school (Skolverket, 2011), though research shows that technology teachers struggle with how they should teach ethics in technology (Kåreklint, 2007). The National Agency of Education also states that although drama does not have its’ own syllabus in Swedish grade school, it is encouraged that it is integrated in other subjects. The purpose of this study was to inquire how drama can contribute to the teaching of ethics in technology education in secondary schools. This was atte
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Nasic, Elvis. "Skolans värdegrund – i teori och praktik : En kvalitativ intervjustudie om verksamma lärares tolkningar och appliceringar av skolans värdegrund." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36927.

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The Swedish schools’ “värdegrund”, or as it would be called in English, the Swedish schools’ fundamental values, are something that’s been granted the first chapter in the national curriculum. It’s something quite unique and not something you’ll find in other nations’ curriculums.1 The questions this study has been asking is not why it exists but rather how teachers interpret it and how they work in relation to these values. Another question that’s been raised concerns how teachers relate to the fosterage role that is assigned to them according to the curriculum. To answer these questions a qu
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Doverfelt, Åsa. "Fingertoppskänsla : en essä om etik, bemötande och samspel på förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16629.

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In this text I will work on three situations from my daily work as a pedagogue at preschool. The situations are about how pedagogues at preschool relate to children in difficult situations, e.g. when they pee in their pants or long for their pacifier. Those are situations which occur frequently at preschool, but they are still rarely coming up for discussions. The problem in the situations is difficult to describe which makes the essay a suitable form for me to explore and discuss it. In the work with this text I mainly consider my own approach and acting towards the children and colleagues. T
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Andersson, Ken. "I ett ombonat rum." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32564.

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I hope this scientific essay can shed som light over how guilt kan appear at a school, primarily for those working as fritidslärare. Fritidslärare come often in close contact with special needs children.In the story I shall recount a case where I have taken the roll of carer and helping an extroverted pupil through his schoolday. He spends most of his time outside the classrum and is mostly with a special needs teacher. Generally his day is filled with rewards and punishment; methods that I find myself uncomfortable with. On one of these schooldays I find myself giving up on him. I see myself
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Backlund, Niclas. ""Varför kom vi olika yrkesgrupper inte så nära varandra som jag hade tänkt mig?" : En vetenskaplig essä om fritidslärarens yrkesroll, med fokus på makt, etik och kommunikation." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32483.

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Jag har i min essä reflekterat och sökt efter vad min yrkesroll som blivande lärare mot fritidshem ska vara och innebära. I samband med detta har jag också funderat över vad min plikt är i en dilemma situation där mitt yrkesuppdrag som fritidslärare ställs mot ett annat delegerat uppdrag i form av resurs till en elev under hela skoldagen. Jag har undersökt problematiken med hjälp av tre olika teoretiska perspektiv: den första är Michels Foucaults teori om makt, det andre är Ronald A Rothams teori om status och den tredje är Immanuel Kants teori om pliktetik. I den första delen har jag kommit f
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Axelsson, Jenny. "Behöver barnet verkligen nappen? : En essä om olika förhållningssätt i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34543.

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This essay is based on a story where you get an eye on pedagogue’s different approaches to the pacifier in preschool. A pedagogues approach towards, for example, the pacifier affects how you choose to act and in the story it is seen that pedagogues can have different approaches to how to act against children´s use of pacifiers in preschool. In the reflection section, I discuss pedagogue’s different approaches to the pacifier and how one´s approach is formed. Discourse ethics has taken a large part in the essay as it can be used as a tool in the discussions between pedagogues when they have dif
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Hadrovic, Amina. "Pedagogisk dokumentation i förskolan : En intervjustudie om några förskollärares uppfattningar om begreppet pedagogisk dokumentation och dess innebörd." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21262.

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I dagens förskoleverksamhet är det i regel ett måste att dokumentera lärandeprocesser för att kunna uppfylla samtliga mål i utbildningsplaner och bistå med god utbildningskvalitet. Pedagogisk dokumentation – som grundades av Reggio Emilia – är ett utvärderingsverktyg som skall observera barnets lärandeprocesser samt förskollärarnas förhållningssätt. I vardagliga situationer i förskoleverksamheten har pedagogisk dokumentation många fördelar som kan kartlägga och ge bra förutsättningar genom att skapa förståelse för hur barn lär sig och utvecklas bäst. Syftet med denna studie var att genomföra e
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Jansson, Marie. ""Jag vill inte bara överleva dagen" : en essä om organisationens och etikens betydelse i skolan." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-20965.

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Books on the topic "Pedagogical ethics"

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Englehardt, Elaine E., and Michael S. Pritchard, eds. Ethics Across the Curriculum—Pedagogical Perspectives. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78939-2.

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1953-, Jagodzinski Jan, ed. Pedagogical desire: Authority, seduction, transference, and the question of ethics. Bergin & Garvey, 2002.

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Grzybek, Grzegorz. Etyka rozwoju a pedagogika opiekuńcza. Wydawnictwo Uniwersytetu Rzeszowskiego, 2013.

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Pavliha, Marko, and Borut Ošlaj. Svetovni etos in celostna pedagogika. Založba Didakta, 2014.

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Dudina, M. N. Pedagogika: Dolgiĭ putʹ k gumanisticheskoĭ ėtike. "Nauka", Uralʹskoe otdelenie, 1998.

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Tosco, Luciano. Professione educatore: L'operatore pedagogico nel settore socio-sanitario. Angeli, 1993.

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Gino, Dalle Fratte, and Berti Enrico, eds. Fine e valore: Per una giustificazione dei fondamenti etici della pedagogia. Armando, 1992.

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Zhloba, Safroniĭ Pavlovich. Narodnai︠a︡ pedagogika Polesʹi︠a︡ po materialam etnograficheskikh issledovanii. Bri︠a︡nskiĭ gosudarstvennyĭ universitet, 2002.

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Lifonso, Anna Maria. La cultura come educazione alla libertà: Motivi etico-pedagogici nell'opera di Ignazio Silone. Edizioni del Grifo, 1991.

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Shepard, Wong Mary, and Canagarajah A. Suresh, eds. Christian and critical English language educators in dialogue: Pedagogical and ethical dilemmas. Routledge, 2009.

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Book chapters on the topic "Pedagogical ethics"

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Meyers, Christopher. "Ethics Theory and Ethics Practice." In Ethics Across the Curriculum—Pedagogical Perspectives. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78939-2_9.

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Englehardt, Elaine E., and Michael S. Pritchard. "Teaching Practical Ethics." In Ethics Across the Curriculum—Pedagogical Perspectives. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78939-2_8.

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Ladenson, Robert F. "Ethics Bowl: An Approach to Implementing Ethics Across the Curriculum." In Ethics Across the Curriculum—Pedagogical Perspectives. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78939-2_18.

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Tomhave, Alan, and Mark Vopat. "The Role of Teaching Ethics in Teaching Ethics Across the Curriculum." In Ethics Across the Curriculum—Pedagogical Perspectives. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78939-2_7.

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Saxena, Astha. "Pedagogical Approaches to Ethical Issues in Biosciences." In Ethics in Science. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9009-9_4.

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Burroughs, Michael D. "Ethics Across Early Childhood Education." In Ethics Across the Curriculum—Pedagogical Perspectives. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78939-2_15.

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Curren, Randall. "Sustainability Ethics Across the Curriculum." In Ethics Across the Curriculum—Pedagogical Perspectives. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78939-2_17.

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Wueste, Daniel E. "Linking Academic Integrity and Ethics Across the Curriculum: Groundwork for Sustainability in Practical and Professional Ethics." In Ethics Across the Curriculum—Pedagogical Perspectives. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78939-2_19.

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Elliott, Deni, and Karlana June. "The Evolution of Ethics Education 1980–2015." In Ethics Across the Curriculum—Pedagogical Perspectives. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78939-2_2.

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Donovan, Aine. "Ethics Across the Curriculum at Dartmouth College." In Ethics Across the Curriculum—Pedagogical Perspectives. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78939-2_24.

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Conference papers on the topic "Pedagogical ethics"

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Johri, Aditya, and Ashish Hingle. "Case Study Based Pedagogical Intervention for Teaching Software Engineering Ethics." In 2024 36th International Conference on Software Engineering Education and Training (CSEE&T). IEEE, 2024. http://dx.doi.org/10.1109/cseet62301.2024.10663046.

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Virvou, Maria, and George A. Tsihrintzis. "Artificial Intelligence Chatbots and Social Robots in Education: FEPER Framework for Efficiency, Pedagogical and Ethical Requirements." In 2024 15th International Conference on Information, Intelligence, Systems & Applications (IISA). IEEE, 2024. https://doi.org/10.1109/iisa62523.2024.10786710.

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Dalyanci, Alanur Ahsen, Selcuk Dogan, and Ismail Celik. "TEACHERS' PEDAGOGICAL AND ETHICAL USE OF GENERATIVE AI-BASED TECHNOLOGIES: TEACHING ACTIVITY TYPES BASED ON INTELLIGENT-TPACK." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1890.

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Chernenko, Oleksandr, Oksana Filonenko, Tetiana Babenko, Viktoriia Chetaikina, Anton Butkevych, and Vlada Bilohur. "ENVIRONMENTAL EDUCATION AS A HOLISTIC CULTURAL PHENOMENON IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024v/4.2/s19.36.

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This article is dedicated to the topical issue of environmental education as a holistic cultural phenomenon in the context of the professional training of future teachers. Environmental education is considered as a multifaceted process that integrates ecological knowledge with cultural, social, and ethical aspects of the interaction between man and nature. The methodological basis of the study was based on the integration of three scientific approaches to the consideration of environmental education as a holistic cultural phenomenon in the professional training of future teachers, namely: cult
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Bertha, Carlos E. "Engineering Ethics: Improving Pedagogical Methods." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13569.

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Engineers like to solve problems. But they tend to like to solve problems that have discrete solutions. As long as they know which formulae apply, the rest is a matter of calculation. When philosophers teach ethics, they often take an approach that seems antithetical to the engineer's methods of solving problems: ethicists teach in terms of "ill-defined problems." For the purposes of this essay, I will assume that it has been fairly well established that engineering students should take an ethics course as part of their curriculum. Having said that, should engineers suffer through an ethics co
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Barros Castro, Ricardo Abad, and Gabriel Alfonso Suárez Medina. "Pedagogical strategy to promote ethics and profesional responsability in engineering curricula." In Nuevas realidades para la educación en ingeniería: currículo, tecnología, medio ambiente y desarrollo. Asociacion Colombiana de Facultades de Ingeniería - ACOFI, 2022. http://dx.doi.org/10.26507/paper.2585.

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During several decades, engineering was considered a morally and ethically neutral profession. Therefore, it was assumed that reflections about ethics and moral were not necessary. Consequently, questions have been outlined to include ethics in engineering curricula. These questions have been developed slowly in the last decades with the imperative need of designing an ethical framework to inform technical decisions that engineers make in project management. Associated with this issue, some curricular guidance have been found. The first one is based on the educational framework for curricular
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Dvoretckaia, E. V. "Responsibility For Future Generation As The Basis Of Engineering Ethics." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.16.

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Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.

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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teachi
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Koshmanova, Tetyana, and Tetyana Ravchyna. "PEDAGOGICAL ETHICS FOR THE FORMATION OF HAPPY STUDENTS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2520.

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Hardebolle, Cécile, Helena Kovacs, Ester Simkova, et al. "A game-based approach to develop engineering students’ awareness about artificial intelligence ethical challenges." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1283.

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The past few decades have seen important efforts to introduce more ethics into engineering education programs around the world, while adapting to the evolution of ethical concerns, notably in relation to digital technology and artificial intelligence. Even if pedagogical approaches based on the use of case studies or code of ethics remain among the most popular, other less well known techniques such as gamebased approaches have also been identified as effective. The goal of this workshop is to offer participants an opportunity to explore how games can be used as learning experiences to develop
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Reports on the topic "Pedagogical ethics"

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Kozhevnikova, O. A. ELECTRONIC COLLECTION OF TEST TASKS FOR THE COURSE "FUNDAMENTALS OF PEDIATRICS AND HYGIENE" : A BANK OF QUESTIONS. SIB-Expertise, 2022. http://dx.doi.org/10.12731/er0530.21012022.

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The test tasks are compiled in accordance with the requirements of the Federal State Educational Standard in the direction of "Psychological and pedagogical education" and are designed to control the formation of the following universal general professional and professional competencies: OPK-1 (Able to carry out professional activities in accordance with regulatory legal acts in the field of education and professional ethics) and PC-6 (Capable of ensuring the protection of the life and health of students). Indicators of competence achievement are knowledge of the priority directions of the dev
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2

Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) ind
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3

Pinchuk, Olga, and O. V. Kohan. Responsible use of artificial intelligence: a challenge for science and education. Ukrainian Institute of Scientific and Technical Expertise and Information, 2024. https://doi.org/10.33407/lib.naes.id/eprint/740813.

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An analysis of publications in Scopus was carried out, which testifies to the growth of scientific interest in the problems of academic integrity. Sources presenting research on the ethical aspects of the use of AI have been analyzed. Focus areas: pedagogical practices and student experiences, technological advances and ethical considerations, new assessment technologies and strategies, data for decision making, and educational applications.
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4

Spirin, Oleg, and Mariia Shyshkina. Artificial Intelligence in Education and Educational Research: Challenges, Risks, and Prospects for Integration. Institute for Digitalisation of Education of the NAES of Ukraіne, 2025. https://doi.org/10.33407/lib.naes.id/eprint/745119.

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Artificial intelligence (AI) is playing an increasingly important role in education, contributing to the personalization of learning, the automation of administrative processes and educational research. The use of AI allows for increased learning efficiency, improved management of educational resources and improved analytics of educational data. However, the integration of AI into education is accompanied by challenges related, in particular, to technical limitations, pedagogical risks, ethical aspects and security issues. Future research should focus on the integration of AI and augmented and
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5

Barladym, Valentyna, A. V. Bruiaka, M. A. Bugaienko, et al. The Use of AI Tools and Services for the Professional Development of Teaching Staff. Institute for Digitalisation of Education of the NAES of Ukraіne, 2024. https://doi.org/10.33407/lib.naes.id/eprint/744000.

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The preprint (analytical materials) examines the process of using generative artificial intelligence in education; clarifies the role of artificial intelligence in the professional development of teaching staff; explores the pedagogical design of variable models of computer-oriented methodological systems for inquiry-based learning of natural and mathematical sciences using AI technologies; identifies the role of AI tools in the training of teaching staff; describes training in WebAR development with integrated machine learning: immersion methodology and intelligent educational experience; pro
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6

Guo, Libo, and Ruihua Zhang. Building a Singapore learner corpus of English writing for pedagogy. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/28997.

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This project seeks to (1) build a learner corpus of English writing by collecting sample language data at Primary 6, Secondary 4, and Junior College 2 levels; (2) generate linguistic profiles for these stages and analyze/compare lexical, grammatical and discoursal features across these stages to track the development of English writing; (3) inform the learning, teaching and curriculum design of English writing; and (4) contribute to the theorization on the nature of writing development (Christie & Derewianka, 2008). It attempts to answer the following research questions: 1. What are the le
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7

Barjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.

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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Sur
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