Relevant bibliographies by topics / Professional ethics for College teachers

Contents

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

Academic literature on the topic 'Professional ethics for College teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Professional ethics for College teachers.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Professional ethics for College teachers"

1

Hall, Michael. "Research Ethics: Deontological Perspectives." Shanlax International Journal of Arts, Science and Humanities 7, no. 3 (January 1, 2020): 1–6. http://dx.doi.org/10.34293/sijash.v7i3.1326.

Full text
Abstract:
The training of Further Education teachers has been debated since the incorporation of Further Education colleges in the UK in 1992 but, to date, moves by governments and their agencies to professionalise the FE teaching sector have been unsuccessful. The continuation of a homogenous initial teacher training programme within the FE sector has resulted in this sector failing to respond to the changing needs of society and the complex needs of the new FE teacher. This study explored the FE teacher training programme within one college in the UK. The research questions focussed on four elements: the concept of professionalism in FE teaching, the FE teacher as an agent of change, the changing professional identity of the participants and the ways new FE teachers managed multiple professional identities. Using a case study approach, twenty-two new FE teachers undertaking the initial teacher training programme participated in the research as they took on their new professional role as FE teachers. The project used mixed methods of data collection including self-completion questionnaires, focus groups, observations and semi-structured interviews. Thematic content analysis identified that the FE teachers experienced changing and multiple professional identities, from vocational experts to qualified educators, whilst retaining elements of their previous professional identities. Through this process of change, new FE teachers acted as change agents and helped FE students realise their own aspirations. This research demonstrates that Further Education teaching can be categorised into three distinct areas based on the subjects taught: the vocational teacher, the professional teacher, and the academic teacher. Teachers from each area require a different focus in their initial teacher training. The study identifies the need for different approaches to Further Education initial teacher training for the three areas and offers opportunities to develop distinct teaching qualifications and career pathways whilst capturing the generic sociological aspects of FE teaching.
APA, Harvard, Vancouver, ISO, and other styles
2

Habib, Hadiya. "Professional Ethics among College Teachers in relation to Social Intelligence." Shanlax International Journal of Education 7, no. 4 (September 1, 2019): 14–18. http://dx.doi.org/10.34293/education.v7i4.575.

Full text
Abstract:
The present research was conducted to study the relationship between professional ethics and social intelligence of college teachers. In this regard, a sample of 200 college teachers was aimlessly selected. Two questionnaires were chosen to collect data. The collected data were analysed through SPSS software and proper statistical methods like mean, t-test and Pearson Correlation coefficient were used. The results demonstrated that there is no significant difference in the professional ethics mean scores of male and female college teachers, i.e. both the groups measure similar to professional ethics. The study also admits that there is a significant correlation between the professional ethics and social intelligence of college teachers, which means that higher the professional ethics, higher will be the social intelligence and vice versa.
APA, Harvard, Vancouver, ISO, and other styles
3

Bu, Tingmei. "Construction of Collaborative Cultivation Mechanism of College Teachers' Craftsmanship." Lifelong Education 9, no. 4 (July 22, 2020): 256. http://dx.doi.org/10.18282/le.v9i4.976.

Full text
Abstract:
As a gardener who imparts knowledge, teachers have their own professional ethics and professional spirit, which can guide them to better carry out scientific research and education. Therefore, in order to avoid the lack of professional dedication of teachers and the situation of reduced communication with students, so that teachers can participate in teaching with higher enthusiasm, it is necessary to pay attention to the construction of teachers' craftsmanship. Therefore, this article mainly analyzes the positive significance of teachers in colleges and universities with the spirit of craftsmanship, and finds a specific way to cultivate, hoping to stimulate the spirit of teacher craftsmanship and promote the vigorous development of China's education.
APA, Harvard, Vancouver, ISO, and other styles
4

Maxwell, Bruce. "Codes of Professional Conduct and Ethics Education for Future Teachers." Philosophical Inquiry in Education 24, no. 4 (July 27, 2020): 323–47. http://dx.doi.org/10.7202/1070690ar.

Full text
Abstract:
This paper argues that the way future teachers are being initiated into the ethical dimensions of their future profession is largely out of step with the movement to professionalize teaching. After recalling the role that codes of professional conduct play in the ecology of professional self-regulation, and arguing that familiarizing students with their local code of ethics should be considered is the bare minimum of an adequate ethics education for professionals, the paper presents research findings indicating that education students are not leaving colleges and universities with a clear understanding of what is expected of them by society, their peers and the profession. The paper concludes with three suggestions about how to begin bringing ethics education for teachers more into line with teaching’s aspiration to professional status.
APA, Harvard, Vancouver, ISO, and other styles
5

Kont, Kate-Riin, Kateriina Rannula, and Kristiina Puura. "Professional Ethical Aspects in the Study and Internship Environment: Research in Tallinn Health Care College." Acta Paedagogica Vilnensia 46 (September 8, 2021): 148–67. http://dx.doi.org/10.15388/actpaed.46.2021.10.

Full text
Abstract:
The exposure of healthcare professionals to (un)ethical situations starts in the educational institution, and the first serious cases occur during internships. The aim of the current study is to investigate the problems and causes (concerning unethical situations) related to students’ perception of ethics in the study and practice environment and to describe the awareness of Tallinn Health Care College’s students of professional ethics and the use of existing support systems in solving unethical problems.The findings indicated the importance of ethical communication and behaviour by all respondents. Empathy, ethical feedback, and confidentiality were perceived to be an integral part of ethical standards within the study and training environment. Respondents pointed out that ethical issues may occur not only between a health care professional and a patient, but also between a health care professional and doctor, supervisor, or teacher. A practical approach to ethical decision-making integrated into professional training has been assessed by all respondents.
APA, Harvard, Vancouver, ISO, and other styles
6

Desautels, Luc, Christiane Gohier, Jacques Joly, France Jutras, and Jean Gabin Ntebutse. "Une enquête sur l’éthique professionnelle des enseignants du collégial québécois : caractéristiques, points de repère et stratégies utilisés pour traiter de préoccupations éthiques." Canadian Journal of Higher Education 42, no. 1 (April 4, 2012): 43–62. http://dx.doi.org/10.47678/cjhe.v42i1.1900.

Full text
Abstract:
Some results of a survey on professional ethics conducted among francophone college teachers in Quebec are compared with a review of the literature and the results of focus groups previously held on the subject. The justification reasons behind the ethical nature of certain professional concerns, along with the guidelines and the resolution strategies used to address those concerns, are found to be similar. These justifications relate primarily to situations where there is a conflict of conscience, a conflict of values or consequences on others, particularly students; the calling into question of professional integrity stands out as a particular justification not mentioned in earlier studies. The guidelines to deal with dilemmas are also similar: institutional normative texts and values deemed relevant by the teachers come first. The results show a good balance between the use of these two types of guidelines (external and internal) by teachers. The main strategies applied by teachers for resolving dilemmas are peer discussions and personal reflection.
APA, Harvard, Vancouver, ISO, and other styles
7

Johnston, James Scott. "Rule Following, Standards of Practice, and Open-mindedness." Paideusis 18, no. 1 (October 16, 2020): 17–25. http://dx.doi.org/10.7202/1072335ar.

Full text
Abstract:
In this paper, I discuss the Ontario College of Teachers’ most recent versions of the Standards of Practice with William Hare’s counsel on being open-minded regarding open-mindedness in mind. Specifically, I insist that the use of the Standards of Practice as guidelines for working through cases of professional and ethical issues requires yet another rule to indicate when to deviate from this or that standard. In this way, open-mindedness consists of developing and following rules to indicate when and where specific standards should be bypassed. These rules vary, however, one source of these can be found in what Barbara Herman has called, “Rules of Moral Salience”—rules that guide us in our day-to-day moral decision-making and that we draw on when called upon to make moral-ethical judgments. What this means for various ethics (ethics of care; Kantian-type ethics, psychological and/or developmental accounts of ethics) is also broached.
APA, Harvard, Vancouver, ISO, and other styles
8

Nur’aini, Nur’aini. "The Relationship Between Teacher’s Profession and Teachers' Teaching Ability on (Field Experience Program) PPL's Students of State University of Medan (Unimed) College Year 2005/2006." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 1, no. 4 (December 22, 2018): 99–103. http://dx.doi.org/10.33258/birci.v1i4.98.

Full text
Abstract:
This study aims to look at the relationship between perception of the teacher profession and prospective teacher’ teaching ability on (Field Experience Program) PPL’s Students of State University of Medan. Teacher's profession according to community's perspective is still considered not too important. The community / parents of students sometimes ridicule and accuse the teacher of being incompetent, not qualified and so on. When their son / daughter cannot solve the problem that they face or they have no ability they want. The sample in this study are Unimed’s Student in 7th Semester as many as 96 people who have taken the Field Experience Program (PPL) using purposive sampling. The method of collecting data in this study are documentation and questionnaires. The documentation method is used to find out data about teaching abilities, GPA values, and macro values. While the questionnaire method of perception of the teaching profession is based on several indicators which are the core of the teacher's code of ethics as professional staff. The findings shows that there is a very significance positive of the relationship between perception of the teacher profession and prospective teacher’ teaching ability on (Field Experience Program) PPL’s Students and the index of student cumulative achievement with the ability of Unimed’s student, Freg = 19,845 with p <0,000. This means that the more positive the perception of the teaching profession and the higher the student's GPA, the better the ability to teach
APA, Harvard, Vancouver, ISO, and other styles
9

Tovkanets, H., and A. Marhitych. "ETHICAL PRINCIPLES OF DEVELOPMENT OF MODERN COLLEGE ORGANIZATIONAL CULTURE." Aesthetics and Ethics of Pedagogical Action, no. 23 (August 4, 2021): 90–99. http://dx.doi.org/10.33989/2226-4051.2021.23.238258.

Full text
Abstract:
The article considers the features of ethics and ethical relations in the development of the organizational culture of the college. It is emphasized that adherence to organizational culture, which is the moral and ethical side of the activity, the ability to achieve goals without violating the norms of morality is a characteristic feature of a successful educational organization. The conditions for the development of the organizational culture of the college are determined, in particular, the development of ethical norms in the system of organizational culture and taking into account the peculiarities of the adoption of ethical standards, are the inclusion of ethical standards in the strategy of the educational organization, documentation support of normative sources and information support of the ethical and moral principles of the college. An indicative college development program is considered in terms of establishing ethical standards, aimed at meeting the needs of the individual in intellectual, cultural, and moral development, compliance with the requirements of the teacher's job description, strengthening the social significance of the teaching profession, educating a person with a humanistic outlook and high moral qualities. It is substantiated the ethical code as a document of a social contract within an educational organization, which can perform three main functions: reputational; management; developing, and also serve as a certain guarantee of fairness in interpersonal business relations. It is noted that the organization's code has an «instrumental» status, is a moral and practical means, presents and approves the moral vector and meaning of organizational culture, the means of implementing and realizing the «general spirit» and mission of the organization. It is concluded that in a college environment, the ethical principles of organizational culture contribute to the successful professional training of students, the formation of awareness of their civic position, the mastery of certain knowledge, the ability to acquire it, the ability to be honest, decent, loyal, reliable member of society; and also find your place in it, to work successfully and professionally, to benefit people and society as a whole.
APA, Harvard, Vancouver, ISO, and other styles
10

Lone, Abdul Hameed, Muhammad Shakir, and Jam M. Zafar. "An Analysis of University Teachers’ Understanding about their Profession and Expectations for Their Professional Development in Pakistan." International Journal of Learning and Development 1, no. 1 (October 16, 2011): 72. http://dx.doi.org/10.5296/ijld.v1i1.1100.

Full text
Abstract:
Abstract. The main purpose of the study was to critically analyze the relevancy and effectiveness of the training contents and process of the teaching profession; to assess training needs of university and college teachers in terms of conceptualizing new meanings of education and teaching profession. The population of the study consisted of thirty teachers from different departments of The Islamia University of Bahawalpur and ten teachers from different disciplines of graduate colleges of the province. Pre-Test and Post-Test were developed as a research instrument. The researcher participated in the workshop and observed its mechanism, content, lecturers, activities, and videoconferences and exchanged views with resource persons as well as participants of the workshop. A pre-test delivered to the participants for assessing their previous knowledge about concept and meaning of teaching profession, professional ethic, teachers’ personality, trends of education in 21st century, importance of change in teachers’ attitudes, different roles of a teacher, and application of new learning skills. At end of the workshop post-test was conducted to evaluate the outcomes of workshop. Researcher also observed the role of master trainer, trainee’s performance, instructional material, group activities, time management, venue and refreshment. The collected data through pre-test and post test was filtered and analyzed in qualitative way. The findings of the above analysis revealed that participants got an awareness of the impact of new approaches to teaching and learning in their institutions. However there is a considerable gap between awareness of the new trends, mastering and deeper understanding of these techniques. In the light of analysis of the research study it was found that trainees of the workshop gained enough knowledge about concept, roles, global trends in 21st century, principles and main factors of teaching profession. In the light of findings of the study it was concluded that workshop was effective and healthy practice for the participants in the perspectives of teaching profession. It was also concluded that teachers had developed a strong awareness about their roles and commitment to adopting a very positive teaching profession. In the light of findings of the study it was recommended that such types of training work shop should be compulsory for every faculty member.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Professional ethics for College teachers"

1

Fassett, William E. "Doing right by students : professional ethics for professors /." Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/7641.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Cañizales, Vargas Rafael Antonio. "The moral profession a study of moral development and professional ethics of faculty /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036161.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Hogan, Sharon. "Being ethical : how process drama assists pre-service drama teachers to reflect on professional ethics." Queensland University of Technology, 2008. http://eprints.qut.edu.au/26436/.

Full text
Abstract:
This research thesis focuses on the experiences of pre-service drama teachers and considers how process drama may assist them to reflect on key aspects of professional ethics such as mandatory codes or standards, principled moral reasoning, moral character, moral agency, and moral literacy. Research from higher education provides evidence that current pedagogical approaches used to prepare pre –professionals for practice in medicine, engineering, accountancy, business, psychology, counselling, nursing and education, rarely address the more holistic or affective dimensions of professional ethics such as moral character. Process drama, a form of educational drama, is a complex improvisational group experience that invites participants to create and assume roles, and select and manage symbols in order to create a fictional world exploring human experience. Many practitioners claim that process drama offers an aesthetic space to develop a deeper understanding of self and situations, expanding the participant’s consciousness and ways of knowing. However, little research has been conducted into the potential efficacy of process drama in professional ethics education for pre-professionals. This study utilizes practitioner research and case study to explore how process drama may contribute to the development of professional ethics education and pedagogy.
APA, Harvard, Vancouver, ISO, and other styles
4

García, Londoño Diana Carolina. "Concepciones y prácticas en formación ética de los formadores de maestros de la escuela normal superior de Manizales (Colombia)." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/454725.

Full text
Abstract:
El propósito de esta tesis doctoral es comprender las concepciones y prácticas en formación ética de los formadores de maestros de la Escuela Normal Superior de Manizales (Colombia). La investigación indaga en las trayectorias familiares, formativas y laborales de los participantes; identifica las concepciones sobre formación ética; describe las prácticas de enseñanza y analiza cómo se reflejan las concepciones en las prácticas de los formadores. Es un estudio cualitativo, etnográfico, de tipo descriptivo-interpretativo enfocado en las prácticas de aula. Los participantes son diez formadores de maestros. Las técnicas de recolección de información usadas son la observación, la entrevista, las conversaciones informales, el análisis documental y el diario de campo. El análisis de la información se desarrolla por vía deductiva e inductiva y emplea técnicas analíticas de codificación abierta y axial y su correspondiente categorización. El trabajo de campo se desarrolló entre los meses de enero a junio de 2015 con una intensidad de cinco días por semana durante la jornada escolar. Se llevaron a cabo 45 observaciones de prácticas enseñanza (53 horas) y 9 entrevistas en profundidad con una duración de una hora en promedio. Los resultados de la investigación muestran que la familia, la religión y la educación básica obligatoria de los formadores tiene un fuerte impacto en lo que piensan sobre aspectos éticos. Por el contrario, la educación superior y sus formación como docentes no ha tenido influencia en su conocimiento ético. Los formadores relacionan el concepto de ética y formación ética con inculcación de valores, normas y transmisión de comportamientos deseables. Los procesos de formación ética con asumidos como algo implícito que se desarrolla a través del ejemplo. No se evidencian procesos de formación ética en el programa de formación de maestros porque las prácticas institucionales y de aula se corresponden con una perspectiva técnica, tradicional y conservadora, lo cual entra en conflicto con el pensamiento reflexivo, crítico, autónomo y responsable propios de la ética.
The purpose of this doctoral thesis is to understand the conceptions and practices in ethical formation of teacher educators of the Escuela Normal Superior de Manizales (Colombia). The research investigates in the familiar, formative and labor trajectories of the participants; identifies conceptions of ethical formation; describes teaching practices and discusses how conceptions are reflected in the practices of teacher educators. It is a qualitative, ethnographic, descriptive-interpretive study focused on classroom practices. The participants are ten teacher educators. The data gathering techniques used are observation, interview, informal conversations, documentary analysis and the field diary. The analysis of the information is developed by deductive and inductive way and uses analytical techniques of open and axial codification and its corresponding categorization. Fieldwork was carried out between January and June 2015 with an intensity of five days per week. 45 teaching practices (53 hours) and 9 in-depth interviews were carried out with an average duration of one hour. Research results show that family, religion, and compulsory basic education of teacher educators have a strong impact on what they think about ethical issues. On the contrary, higher education and its training as teacher educators has had no influence on its ethical knowledge. The participants relate the concept of ethics and ethical formation with inculcation of values, norms and transmission of desirable behaviors. The processes of ethical formation in teacher education are assumed as something implicit that is developed through example. There is no evidence of ethical training processes in the teacher education program because institutional and classroom practices correspond to a technical, traditional and conservative perspective, which conflicts with the reflexive, critical, autonomous and responsible thinking inherent in the ethics.
APA, Harvard, Vancouver, ISO, and other styles
5

Webb, Betsy M. "Clashing Codes: How Unwritten Codes Collide with Professional and Personal Codes in Educational Settings." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/WebbB2008.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ng, Chi-hung, and 吳志雄. "Teachers' perceptions of professional ethics in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957365.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Refe, Rymarczyk Jo-Michele. "College Teachers' Perceptions of Technology Professional Development." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6654.

Full text
Abstract:
Community college faculty need to learn and understand the technology that is available in their classrooms so that they can teach students how to use these tools. Professional development workshops are one way that faculty members acquire knowledge of classroom technology. However, little is known about the usefulness of technology professional development workshops using active learning in a community college setting as a development option. The purpose of this qualitative study was to identify faculty members' perceptions and beliefs regarding technology professional development that incorporated active learning as a learning method. The conceptual framework included the concepts of transformative and active learning. Participants for this study included 5 faculty drawn from full-time, part-time, and adjunct faculty who registered for a technology professional development workshop featuring active learning at a community college in the U.S. Midwest. Data sources included interviews conducted before and after the workshop. Data were analyzed using NVivo software and inductive coding to identify patterns and themes. The findings of this study indicated that faculty prefer active learning to self-study or problem-based learning when learning technology because of the collaboration available within the workshop setting. This study contributes to social change because it provides insights on how teachers believe they best learn technology. Educational leaders can use this knowledge to maximize quality in future technology trainings.
APA, Harvard, Vancouver, ISO, and other styles
8

Pearce, Jane. "Teacher identity in university classrooms : reflexivity and professional learning /." Pearce, Jane (2005) Teacher identity in university classrooms: reflexivity and professional learning. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/251/.

Full text
Abstract:
Many academics become teachers without the help of formal professional learning. This study explores how a small group of academics have done this. The research aims to uncover the informal, experiential means whereby participants have constructed the knowledge about teaching and learning that underpins their pedagogies. The research begins with the assumption that three key elements play a major role in supporting academics' informal learning about teaching. These are a person's previous experiences of learning, their experience of being part of a particular academic environment and their personal or 'private' theories about teaching and learning, which are experientially based. Life narratives were collected from a small group of university teachers who participated in qualitative interviews and provided written evidence of their experiences, practices and philosophies of teaching. The research uses an ethnographic, interpretive approach to collect and analyse data in which participants' voices are foregrounded. The researcher's life narratives also form part of the final thesis, demonstrating an 'engaged' approach to research and providing explicit evidence of the researcher's positioning in relation to the subject matter of the thesis. The research reveals the importance for participants of a 'teaching self' or consistent identity that develops in early life and continues through to the adult professional context. This identity forms a basis for participants' teaching practices. The challenges experienced by participants when institutional practices do not support or help maintain this identity are discussed, as are the processes whereby participants seek out like-minded colleagues with whom to engage in 'professional conversations' about teaching. The research reveals strong connections between participants' sense of 'self' and the principles underpinning their pedagogies, and the thesis concludes with some suggestions about how the concept of the 'teaching self' might be used to support all teachers engaged in professional learning. Finally, the research advocates 'reflexivity' on the part of teachers, whereby a critical awareness of biography helps locate practice in the cultural and social environment in which it develops.
APA, Harvard, Vancouver, ISO, and other styles
9

Yung, Pik-ching, and 翁碧菁. "The establishment of a General Teaching Council in Hong Kong: a policy analysis." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956233.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

McDonald, Kimberly S. "A study of the attitudes of adult education practitioners about codes of ethics." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/762984.

Full text
Abstract:
The purpose of this study was to investigate adult educators' attitudes regarding the need for a code of ethics to guide their practice. Through the use of survey methodology, three major groups of adult education practitioners in Indiana responded to various questions about ethical dilemmas they had encountered, their personal experiences with codes of ethics, and their perceptions of the need for a code, as well as their ideas regarding the creation and implementation of a code of ethics for adult education.This study produced eight major findings regarding ethics and codes of ethics for adult educators:1). The majority of Indiana adult basic educators, American Society for Training and Development members within Indiana, and the Indiana Council for Continuing Education believe there should be a code of ethics for them as adult educators.2). The majority of practitioners do not cite situations encountered that have created ethical dilemmas for them.3). The two most frequently cited ethical dilemmas involve confidentiality concerns and ownership of instructional materials.4). The overwhelming majority of Indiana adult basic educators, American Society for Training and Development members in the state of Indiana and the Indiana Council on continuing Education members have had limited experience with codes of ethics.5). Even though there appears to be a lack of experience withcodes, the majority of practitioners feel positive about the functions of codes of ethics.6). Learner-centered issues are most frequently cited as issues a code for adult education should address.7). Across the total study population, the professional association is the favored organization to create and disseminate a code of ethics.8). It is not clear to adult educators whether a code of ethics should have a regulating function.Results of this study indicate that organizations associated with adult education should seriously consider codes of ethics. However, the results do not overwhelmingly indicate a code should be adopted. Many practitioners (28%) were not sure about the need for a code, largely because of problems associated with implementation and enforcement of a code. More emphasis on providing practitioners with training and education regarding ethics and more research conducted on ethics in adult education are suggested.
Department of Educational Leadership
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Professional ethics for College teachers"

1

Saints and scamps: Ethics in academia. 2nd ed. Lanham, Md: Rowman & Littlefield Publishers, Inc., 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Eve, Proper, and Bayer Alan E. 1939-, eds. Professors behaving badly: Faculty misconduct in graduate education. Baltimore: Johns Hopkins University Press, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Irons, Alastair. The dual role of academic and counsellor. Newcastle upon Tyne: MARCET, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Ethics and the professor: An annotated bibliography, 1970-1985. New York: Garland Pub., 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Whicker, Marcia Lynn. Dealing with ethical dilemmas on campus. Thousand Oaks: Sage Publications, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Xue shu gui fan du ben: A reader of academic norm in China. Kaifeng Shi: Henan da xue chu ban she, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Davis, Don D. Professors as con artists. Amarillo, Tex: Prytaneum Press, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ontario College of Teachers Implementation Committee. The privilege of professionalism: The Ontario College of Teachers. Toronto: The Committee, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Univerzitetski profesor: Kakav treba da bude? Novi Sad: Udruženja univerzitetskih profesora i naučnika Srbije, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Western College Association (62nd 1986 Monterey Holiday Inn). Ethics in higher education: Addresses and proceedings, 62nd annual meeting. Oakland, Calif: Western College Association, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Professional ethics for College teachers"

1

Nguyen, Thuc-Doan T. "Gender Gap in College Enrollment." In Encyclopedia of Business and Professional Ethics, 1–3. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-23514-1_1200-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Webster, R. Scott, and John D. Whelen. "Understanding and Interrogating Professional Standards." In Rethinking Reflection and Ethics for Teachers, 15–31. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9401-1_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Forster, Daniella J. "Teaching Through Ethical Tensions: Between Social Justice, Authority and Professional Codes." In Rethinking Reflection and Ethics for Teachers, 33–50. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9401-1_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Smyth, John. "A Socially Critical Approach to Community and Parental Engagement: A Matter of Professional Ethics." In Rethinking Reflection and Ethics for Teachers, 179–91. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9401-1_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Chowdhury, Kakali, and M. Moninoor Roshid. "Identity Construction and Professional Performance of Government College Teachers in Bangladesh." In The Routledge Handbook of English Language Education in Bangladesh, 312–26. First. | New York, NY: Routledge, 2021. | Series: The Routledge International Handbook Series: Routledge, 2020. http://dx.doi.org/10.4324/9780429356803-20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Liu, Yibing, Caixia Sun, Li Tao, and John Chi-Kin Lee. "Professional Ethics and Conduct: Perspectives of Chinese Pre-Service Teachers." In Envisioning Teaching and Learning of Teachers for Excellence and Equity in Education, 87–106. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2802-3_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Junping, Gou, Liu Lulu, and Peng Hongbin. "The Analytic Study of the Ways to Enhance Professional Quality of College Teachers." In Advances in Intelligent and Soft Computing, 659–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29637-6_88.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Zakaria, Noor Syamilah, Jane Warren, and Ab Rahim Bakar. "Counseling Ethics Education for Enhanced Professional Identity and Development: Guidance and Counseling Teachers Lifelong Learning Acquisition Empowered." In Teacher Empowerment Toward Professional Development and Practices, 153–66. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4151-8_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Miao, Yinjia, and Yi Yao. "Professional Development of College Teachers in the Era of Artificial Intelligence: Role Rebuilding and Development Path." In Application of Intelligent Systems in Multi-modal Information Analytics, 618–26. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51431-0_89.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Lakkala, Suvi, and Outi Kyrö-Ämmälä. "Teaching for Diversity with UDL: Analysing Teacher Competence." In Inclusive Learning and Educational Equity, 241–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_10.

Full text
Abstract:
AbstractThis chapter is a description of collaborative action research on teacher competence in the context of inclusive education and universal design for learning (UDL). Our goal was to analyse what kinds of professional competencies teachers need when they are implementing UDL in heterogeneous classes. The action research was carried out as a case study together with two co-teachers and a class teacher, who implemented UDL in their heterogeneous classes. As a theoretical framework for teacher competence, we used the multidimensional adapted process (MAP) model of teaching, developed by Finnish researchers and teacher educators. We identified several teacher skills that are needed when the UDL approach is applied. According to our results, the most overarching necessary competence was the teachers’ cognitive skills. Applying UDL required the ability to flexibly transform one’s own teaching and learning situations. Furthermore, the teachers’ social skills appeared as an important attribute as their pupils were highly heterogeneous with diverse needs, and the teachers needed to collaborate with many other professionals and parents. Also, each teacher’s personal orientation, such as values, beliefs and ethics, played a crucial role in UDL while the teachers shared a common set of values, striving towards inclusive education.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Professional ethics for College teachers"

1

Liu, Yibo, and Fei Xu. "Research on Strengthening the Professional Ethics of College Teachers." In Proceedings of the 2018 International Workshop on Education Reform and Social Sciences (ERSS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/erss-18.2019.22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kong, Ya, and Yuan Kong. "Research and Reference on Professional Ethics Development of American College Teachers." In Proceedings of the 2019 3rd International Conference on Education, Management Science and Economics (ICEMSE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icemse-19.2019.116.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Zhang, Fan. "Development Path of Standardization of Professional Ethics of Teachers in Police College." In Proceedings of the 2019 2nd International Conference on Education, Economics and Social Science (ICEESS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iceess-19.2019.53.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Zhao, Liman, and Xiaoyun Chen. "Analysis on the construction of professional ethics of young college teachers in the Network times." In 2016 International Conference on Humanity, Education and Social Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ichess-16.2016.98.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Zhang, Licai, and Liangyong Chen. "Promotion Method of Young Teachers’ Professional Ethics in Colleges and Universities." In Proceedings of The First International Symposium on Management and Social Sciences (ISMSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ismss-19.2019.61.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Zhou, Bo, Fan Zhang, Changzhi Jia, Weifang Zhou, and Yuxin Liu. "Professional Ethics and Promotion Strategy of Technical and Tactical Police Teachers in Chinese Police Colleges." In 2017 International Conference on Education Science and Economic Management (ICESEM 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icesem-17.2017.104.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Zuo, Jing. "Reflections on Professional Ethics Education in College Journalism." In 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emcs-17.2017.421.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

"Self-representations of College English Teachers’ Professional Identities." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.079.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Jingjing, Hao. "On action research and professional development of college English teachers." In 2014 International Conference on Economic Management and Social Science (ICEMSS 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/emss-14.2014.7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Zhou, Bo, and Fan Zhang. "Research on the Standardized Development Path of Physical Education Teachers' Professional Ethics." In 2017 International Conference on Education Science and Economic Management (ICESEM 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icesem-17.2017.103.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Professional ethics for College teachers"

1

Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, February 2021. http://dx.doi.org/10.51420/brief.2021.1.

Full text
Abstract:
As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.
APA, Harvard, Vancouver, ISO, and other styles
2

DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

Full text
Abstract:
This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Professional ethics for College teachers' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography