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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.
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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.
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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/.
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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.
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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.
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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.
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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.
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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.
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Refe, Rymarczyk Jo-Michele. "College Teachers' Perceptions of Technology Professional Development." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6654.
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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.
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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/.
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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.
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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.
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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.
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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
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Yung, Pik-ching. "The establishment of a General Teaching Council in Hong Kong : a policy analysis /." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13907049.
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Chishimba, Felix Nkalamo. "Raising student teachers’awareness around issues of professional conduct : an action research project." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1016338.
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The teaching profession, like many other professions, has rules and regulations that guide the conduct of its members. Teachers and those who aspire to take up teaching are expected to conduct themselves and discharge their duties in an impeccably professional manner. However, there is concern especially among education authorities regarding unprofessional conduct of some of those employed in schools and colleges. This action research study is a response to this concern. Its goal was to explore issues of professional conduct as part of the induction process of new members entering the teaching profession, and to thereby develop a better understanding of how best to raise student teachers’ awareness around professional conduct issues. The study used a qualitative research framework located in the interpretive paradigm. Three theoretical frameworks informed the design and subsequent analysis of the findings, namely, Burn’s transformational leadership, Mezirow’s transformative learning and Kolb’s theory of experiential learning. Two cycles of workshops around issues of professional conduct were conducted over a period of four weeks with a sample of 40 pre-service student teachers: final year students enrolled in the college’s three year Diploma in Education programme, all members of a science education class. Data collection strategies used were semi-structured interviews, observation and the use of reflective journals, among others. Analysis of the data involved identification of emerging themes and patterns. Initial findings indicate that prior to the commencement of the cycles of action research, participants appeared to have a limited understanding around issues of professional conduct, but that this changed as they participated in the workshops. The data of the study suggest that further steps need to be taken to establish optimal ways of incorporating professional conduct issues into the college’s teaching curriculum.
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Donoghue, Eileen Frances. "The origins of a professional mathematics education program at Teachers College /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10779140.
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Gesilva, Erlinda P. Kennedy Larry DeWitt McCarthy John R. "The professionalism among elementary and secondary school teachers at Saint Paul De Chartres schools in Bangkok, Thailand policy implications for institutional development /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521332.
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Thesis (Ph. D.)--Illinois State University, 1994.Title from title page screen, viewed April 6, 2006. Dissertation Committee: Larry Kennedy, John McCarthy (co-chairs), William Tolone, George Padavil. Includes bibliographical references (leaves 243-254) and abstract. Also available in print.
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Scales, Renay Ford. "Ethics of Teaching: Beliefs and Behaviors of Community College Faculty." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3212/.
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This study examines the ethical beliefs and behaviors of full-time community college faculty. Respondents report to what degree they practice sixty-two behaviors as teachers and whether they believe the behaviors to be ethical. Survey participants engaged in few of the behaviors, and only reported two actions as ethical: (1) accepting inexpensive gifts from students and (2) teaching values or ethics. The participants reported diverse responses to questions about behavior of a sexual nature, but most agreed that sexual relationships with students or colleagues at the same, higher or lower rank were unethical. Additional findings relate to the presence of diversity among the faculty, using school resources to publish textbooks and external publications, selling goods to students, and an expansive list of other behaviors. Findings of this study are compared to results from earlier studies that utilized the same or similar survey instrument with teaching faculty. The study has implications for organizational policy and procedure, for faculty training and development, the teaching of ethics or values in the classroom and for future research.
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Mathenda, M. B. "Implementing the code of professional ethics for high school educators in the Seshego Circuit of Limpopo Province." Thesis, University of Limpopo, 2010. http://hdl.handle.net/10386/2545.
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Hamblin, Carolyn J. "How Arizona Community College Teachers Go About Learning to Teach." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4283.
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This mixed-method study used a survey and semistructured interviews to learn how new Arizona community college teachers learned to teach, how available certain learning experiences and effective professional development activities were, how valuable teachers perceived those learning experiences and activities to be, and if there were any factors that underlie how new community college teachers learned to teach. The survey questioned whether 26 learning experiences were available to new community college teachers, and whether they had participated in professional development activities conducted using critical reflection, peer group conferencing, professional development cases, and active learning. All of these activities were available to the majority of new teachers except for professional development cases, which were available to only 38% of respondents. The perception of these community college teachers was that active learning, critical reflection, and peer group conferencing were more valuable than other more typical faculty development activities. The researcher expected that professional development cases would be rated more highly than typical faculty development activities; however, the survey respondents who reported participating in professional development cases rated them as equally valuable to other faculty development activities, but not higher. The researcher discovered six factors that underlie the process new Arizona community college teachers used to learn to teach. They were guidance from others, receptive communications, formalized teacher training, personal resources, experimentation and reflection, and student perspective.
The process that new Arizona community college teachers used to learn to teach can be explained by the adult learning theory of transformative learning. They valued learning experiences that were reflective and applicable to the classroom. They benefitted from professional development activities that used the principles of transformative learning theory such as active learning, critical reflection, and peer group conferencing. Learning to teach was a process that included challenging and changing their assumptions about what happens in a community college classroom. They adjusted their assumptions and their teaching behaviors with time and experience.
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Delgado, Richard. "Teachers, unions and professionalism: Views from within the Department of Defense Dependents schools." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185773.
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The setting for this study was the far-flung Department of Defense Dependents Schools (DoDDS) system, comprising some 260 K-12 schools with 140,000 students and 9,000 teachers in 19 foreign countries. The underlying purposes and need for the study hinged on the fact that teacher unionism and teacher professionalism/professionalization of teaching have not been scrutinized to any significant degree in DoDDS. However, these two strands of research must interact ultimately because, if reform is to occur in DoDDS, it will be reform of a unionized system with its own history of collective bargaining that must impact the direction and consequences of reform efforts. The setting, therefore, presented a prime research opportunity. A review of the literature summarized discourse dealing with the dual issues of (1) teacher unionism, its origins, objectives, impact and trends, and (2) teacher professionalism/professionalization of teaching. Q methodology, based on the "science of subjectivity," was the method used to obtain teachers' views regarding the research questions. Q required respondents to sort a set of cards with statements that mirrored a subjected to computer statistical analysis, including correlation and factor analysis. The three factors that emerged were "prototypes" of the respondents' views and became the basis for interpretation of their views. One appeared open to many of the reforms in which unions play a key role; a second that seemed focused on the status quo as guaranteed by the grievance procedure, with possible support for selective changes; and a third that indicated satisfaction with its site-specific situation, while largely oblivious to the push for reform. The three factors generally supported change with teacher unions playing a major role in that change; strongly supported an overhaul of teacher evaluation systems, albeit without suggesting specific alternatives; and strongly disfavored merit pay proposals as part of differentiated staffing options. Several recommendations are suggested for management and unions to pursue within the DoDDS system if current reform objectives are to be implemented in the DoD school system. These include (1) pursuit of the unionism-reform nexus, based on the factors' general openness to union-led or supported reform; (2) movement toward school-site participatory initiatives, as first steps are made in this direction; and (3) seeking alternatives to supplant or supplement current evaluation practices. In summary, attitudes and conditions within the DoDDS appear conducive for implementation or adaptation of current reform proposals that seek to promote teacher professsionalism and professionalization of teaching. Further research might also fruitfully focus on ascertaining teacher receptivity toward more specific and concrete reform initiatives in the DoD school system.
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Brown, Beverlye J. "A study of the nature of faculty professional development in community college learning communities /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091904.
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Mumpower, Lee F. "College Teaching in Four States: An Examination of Teaching Methods Received and Needed by New College Teachers." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etd/2953.
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The purpose of the study was to examine what teaching methods new college teachers received and which ones they believed were important. New college faculty were asked questions on teaching methods to determine which, if any, were made available to them before they entered college teaching. The research questions under study were: (1) What type(s) of methodological preparation do/does higher education faculty receive? (2) What methodological preparation would be beneficial to new higher education faculty? (3) How do new higher education faculty learn methodological preparation? (4) What strategies could be developed to assist new higher education faculty in the development of instructional skills? (5) Are there differences between faculty who teach at institutions classified according to the Carnegie Classifications (1987) regarding the importance of methodological preparation and the amount of training received? The conclusions of the study were that new faculty were not prepared for the overall duties of the career as college teacher, except for being knowledgeable in their subject area. New college faculty also indicated a large difference between what they should know prior to beginning their college teaching and what they actually know. There were differences between faculty at two year colleges and at four year colleges, both in what was perceived as important to know and in the amount of training received. The recommendations of the study were that training programs for new college faculty should prepare these faculty in more than content; that as more non-traditional students return to college, faculty need to know more about how adults learn, different student learning styles, and how to increase student motivation; colleges should include training mechanisms for new faculty, such as how to teach, developing mentoring relationships, or creating internships; and orientation programs should be set up for newly hired faculty.
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Meng, Ling. "Teachers' lives : a life history narrative inquiry into Chinese college English teachers' professional development in the context of Chinese culture." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/15781.
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Although each of the life stories and cases of teachers are personal and specific, and although they have already become subjects of attention for anthropologists, educationalists, sociologists and psychologists, there is still a lack of in-depth research examining the actual processes and dynamics of teaching careers as experienced by individuals. This is especially true of China. The actual situation of teachers’ professional development in China remains a mystery. Since biography, the changes in society and their impact on education are intimately connected, this study intends to uncover and explore these connections in relation to Chinese College English teachers. It discusses and studies eight Chinese College English teachers’ professional development stories in the specific context of one university. The main aim of the study is to reveal how those teachers in a Chinese context and at different stages of their careers, construct, maintain and develop their professional identities. The study explores, in particular, how far China’s educational changes over the past sixty years (1949-2009) have impacted on these three groups of Chinese College English teachers’ professional identities. The focus on teachers’ lives in this study will enable the teachers’ voice to be heard. The study draws data from three groups of Chinese College English teachers: early-career, mid-career and late-career, reflecting the footprints of China’s educational changes over the past sixty years. It hypothesises that the professional identity construction of these teachers may be influenced by the Chinese historical background that their professional development may be a microcosm of Chinese history of education and that the career of each group may be in stark contrast with the others. To fully understand their professional development, a life history narrative was adopted. During eight-week’s fieldwork, a series of in-depth interviews combining topical interview with narrative interview were carried out with eight College English teachers at Sun Yat-sen University. A voice-centred approach combining (i) a voice-centred relational method of data analysis with four steps of reading and (ii) thematic narrative analysis was undertaken. Drawing on stories identified from Reading 1 and combining it with thematic narrative analysis method, I looked for what I think to be ‘critical events’. In Chapter 4, teachers’ stories are told in ‘I’ poems generated from Reading 2, which combines longer summaries of the content of the transcript and direct quotes to illustrate diverse and sometimes conflicting factors which influenced the development of teacher identity along with the participants’ professional teaching journeys. The narratives of each individual are guided by the processes they went through in their professional development (becoming a teacher - being a teacher - future development) and therefore were able to illustrate any general patterns that could be found in other interviews. Participating teachers’ stories illustrate the complexity of the experiences of Chinese College English teachers. Their experiences have shown the dynamic nature of teachers’ professional identity construction in times of educational changes. Their stories illustrate how the broader sociocultural and political context shapes teachers’ professional identity and how teachers play out their agency throughout the process of their professional identity construction. Based on roles emerging from Reading 2 which focuses on how the teachers speak about themselves and combining it with thematic narrative analysis, teachers’ professional identity construction is examined through the lens of what they do (their professional role identities) in Chapter 5. The findings show that no matter which career stages they were at, they are all capable of taking on the roles of manager, professional, acculturator and researcher. The construction of role identities is a self-internalised process, which needs continuous negotiation through interactions in specific social settings. In Chapter 6 teachers’ professional identity construction of the relational context of teaching was explored by combining thematic narrative analysis with Reading 3 which focuses on how teachers talked about themselves in relation to others. From the difference between teachers at different career stages, the findings reveal the teachers’ professional identity construction is a process of self-mirroring based on their understanding of how others (especially students and colleagues) perceive them. Moreover, there are two steps of the self-mirroring process: the individual recognises who she or he is and the individual identifies her or his uniqueness. Since the second step only showed in the mid and late-career teachers’ stories, the first and second step appears to be in a sequence. The connection between the teachers’ professional identity construction and the context was investigated in Chapter 7. In this chapter thematic narrative analysis is combined with Reading 4 which sets the context by placing the teachers within the cultural context and social structure. Analysis showed the teachers’ sense of professional identity appears to be largely characterised by their personal histories and experiences and it is constantly reshaped by the new relationships developed within the professional context where the initial conception of teaching and teachers confronts changes. Throughout the participating teachers’ life stories, even though they were unique, they were not disengaged from society and context. On more than one occasion, they made reference to different social and contextual issues that were shaping their selves either consciously or unconsciously. Additionally, when the narratives of all participating teachers are brought together they reveal important aspects of how the broader community - society and context - behaves and evolves. The contextual influences in teachers’ professional identity construction in this study could be classified in three main categories: micro-social, meso-social and macrosocial, which are interwoven with each other. Furthermore, the study provides the evidence to show that teachers’ career stages, employment status and life stage/age all contribute to their perceptions of their professional identity construction. Through each teacher’s stories, we are able to get to know each teacher as a whole person with complex lived realities. Those individual voices can be put together to show the collective voices from each group and those groups can be put together to show the collective voices from the cohort of eight College English teachers. The research is significant in collecting individual voices from Chinese College English teachers, and building their collective voice through exemplification, orchestration and amplification. Individual stories are examples which show how teachers live and struggle in their meso context with cultural uniqueness and the macro context of reforms. The hypothesis (see page iii) was not fully upheld – i.e., personal/individual and meso context seemed much more significant than macro. Teachers’ experiences and interpretations are orchestrated through comparing, contrasting and building theory/theories from the ground stories as an attempt to produce a new but coherent narrative at an intellectual level. The orchestration of teachers’ voices can be amplified in terms of its scope of impact and to inform the public of the subjective reality experienced by teachers. This small-scale, in-depth research project attempts to begin that process. It is anticipated that it will resonate with teachers who lived under the same context, and illuminate their perspectives for those who did not.
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Crawford, Paula Hickman. "Exploring the Development of Teaching Expertise: Novice and Expert Teachers? Reflections upon Professional Development." NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-11172003-140523/.
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The purpose of this study was to examine novice teachers? (n=7) and expert teachers? (n=7) learning experiences and how these experiences were integrated into the teachers? practices. The participants reflected upon experiences from professional development and their classroom during a semi-structured audiotaped interview. Data were analyzed using concept maps and matrices to distill the multipage interview transcriptions into manageable and comparable elements. Theoretical constructs underlying the analysis drew from expertise and situated learning theories. Comparisons between novice and expert teachers found that the acquisition of the knowledge bases in developing teaching expertise is a nonlinear process and that there are many factors upon which this development is predicated. The knowledge bases that are constructed as a part of developing teaching expertise are not acquired in a certain sequence, after a designated amount of time, nor as a result of particular experiences in a teacher?s practice. While there are distinct differences between novice and expert teachers, the findings indicate that most teachers seek guidance from colleagues rather than from staff development opportunities. Novices and experts both expressed concern regarding lack of time and that student academic diversity demands impact the quality of their job. Novices? concerns included classroom discipline, inability to level lessons for student needs, and insufficient time to observe more experienced teachers. The most significant difference between novices and experts was the directly inverse proportional relationship between experts? abilities to properly level instruction and manage the classroom and the novices? inability to do so.
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Cox, Patricia Huff. "The Professional Socialization of Arkansas Music Teachers as Musicians and Educators : The Role of Influential Persons from Childhood to Post-college Years." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277995/.
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The purpose was to investigate the role of influential persons in the professional socialization process of music educators as musicians and teachers. The problems were to determine: who encouraged subjects toward music and teaching during pre-college, college, and post-college years; and the interrerationships of gender and teaching specialty with influential persons in subjects' lives.
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McQueen, Gregory P. (Gregory Paul). "Moral Judgment Development in Higher Education Administration." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278754/.
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Patterns of moral judgment exhibited by institutional candidates and fellows in the American Council on Education Fellows Program in Leadership for Higher Education 1988/1989 and 1989/1990 were explored in this study. The fellowship program selection process produced a group of institutional candidates with the high level of moral judgment development necessary for successful leadership in higher education administration. The goals of the program may be best served by minor improvements which will enhance a sound process. The results indicate that moral judgment development was not a significant factor in the selection of fellows. Salary and years of administrative experience, however, were related to selection. Candidates with higher salaries were more likely to be selected as fellows and tended to have lower levels of moral judgment development. The study revealed that there are variables affecting the selection and further investigation is necessary to determine which variables affect the selection and if they contribute to the goals of the fellowship program. Participation in the fellowship program did not significantly affect the fellows' level of moral judgment development as a group. The fellowship program did, however, have a positive impact on the upper third subgroup of fellows and a negative impact on the lower third subgroup. The performance of the upper third indicated that they have the potential to make a significant contribution to higher education administration. The middle third subgroup's performance indicated it is in a position to benefit significantly from program adjustments which enhance the fellows' awareness and broaden their perspective of the social milieu, within which higher education functions. Performance of the lower third indicated that the fellowship program might be adapted to meet the needs of this subgroup. Further study of other variables separating these three subgroups is needed. A longitudinal study could be completed to determine if candidates in the three subgroups went on to make the contributions in higher education administration this study implied they were equipped to make.
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Shin, Lynna Betty. "Improving the Learning Approach of College Freshmen and Future Teachers Through Curricular Intervention." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1493.pdf.
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McCracken, Ila Moriah. "Locating place in writing studies an investigation of professional and pedagogical place-based effects /." Fort Worth, Tex. : Texas Christian University, 2008. http://etd.tcu.edu/etdfiles/available/etd-05052008-154224/unrestricted/McCracken.pdf.
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Meeks, Piper T. "Ethics instruction and the responses of college business students and faculty members at a midwestern university." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1290966.
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Mucheck, Judith Lynne. "A case study of a gender-reconstructed Catholic university the professional lives of four women faculty members /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11282007-162611/.
Full textAbstract:
Thesis (Ph. D.)--Georgia State University, 2007.Title from file title page. Philo Hutcheson, committee chair; Mary Deming, Sheryl Gowen, Christine Coley, committee members. Electronic text (116 p.) : digital, PDF file. Description based on contents viewed Oct. 6, 2008. Includes bibliographical references (p. 105-112).
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Weisel, Jessica W. "Examining Self-efficacy in Community College Adjunct Faculty." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801926/.
Full textAbstract:
Though professional development interventions are widespread in higher education, administrators often do not formally assess their effectiveness, particularly in relation to teacher self-efficacy. The purposes of this study were to determine if any statistically significant difference existed between the self-efficacy scores of adjunct faculty participants in a community college’s professional development program and nonparticipants and to identify the variables with a statistically significant relationship with self-efficacy. A modified version of the Teachers’ Sense of Efficacy Scale (TSES) was administered to 21 adjunct faculty participants in Lone Star College’s Adjunct Certification Program (ACP) and 312 adjunct faculty not currently participating in the program. A demographic questionnaire development by the researcher was also administered. Independent variables of the demographic questionnaire included gender, ethnicity, age, K-12 teaching experience, highest degree earned, subject taught, years of college teaching experience, and number of courses taught each semester. Paired t-test results indicated statistically significant differences in Efficacy in Instructional Strategies for adjunct participants in the ACP program. No significant differences were found for Efficacy in Student Engagement and Efficacy in Classroom Management. Multiple regression analyses indicated that gender has a statistically significant relationship to Efficacy Instructional Strategies. A statistically significant relationship was found for race for Efficacy in Classroom Management. Finally, analysis also indicated a positive relationship between race and gender for Efficacy in Student Engagement. No other statistically significant relationships were found across the other demographic variables. Findings of this study revealed that the ACP increased teacher self-efficacy across two of the three dimensions of the TSES indicating that the professional development intervention had a positive effect on the efficacy of its participants. The present study contributes to the research on teacher self-efficacy, adjunct faculty and professional development interventions.
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Scott, Kenneth Edward Witte Maria Margarita. "Strategic factors of institutional practice impacting student success in the community college as perceived by students and faculty academic preparation, work ethics and institutional support /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Scott_Kenneth_35.pdf.
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Price, Catherine H. "An empirical study of the value of professional association meetings from the perspective of attendees." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165939/.
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Alhalawany, Ayman Mohammad. "College Teachers' Implementation of Instructional Strategies to Support Students' English Language Skills." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6160.
Full textAbstract:
The instructional strategies implemented by the English as a Foreign Language (EFL) teachers in an international technical college in Saudi Arabia did not prepare students at an intermediate level of proficiency on the Common European Framework of Reference. As a result, more than 77% of the first-year students were not progressing to the specialized diploma studies in the second and third years of their learning journey. Thus, the purpose of this exploratory case study was to better understand the instructional strategies adopted by instructors and the barriers to students developing their English skills. Vygotsky's zone of proximal development (ZPD) served as a framework of the study because it is aligned with the purpose and it emphasizes the context of instructional strategies in understanding how knowledge and learning are constructed. Multiple sources of data and interviews with 8 participants were used to investigate the research problem. Data were analyzed using thematic coding based on the conceptual framework followed by open coding to discover any emerging themes. Data analysis revealed that the observed teachers did not implement the student-centered instructional strategies discussed in Vygotsky's conceptual framework or ZPD-informed strategies. By designing a professional development program to train teachers on student-centered instructional strategies such as feedback, scaffolding, and student engagement, the results of this study can be used to lead to positive social change by educating teachers on strategies to help students develop better English skills.
33
Hayes, Angelyn. "Conditions of Possibility and Agency: A Qualitative Inquiry into the Professional Lives of Three Women in the Liberal Arts Academic Disciplines." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04122007-074609/.
Full textAbstract:
Thesis (Ph. D.)--Georgia State University, 2007.Title from file title page. Philo A. Hutcheson, committee chair; Donna Breault, Susan Talburt, Benjamin Baez, Elaine Manglitz, committee members. Electronic text (214 p.) : digital, PDF file. Description based on contents viewed Mar. 26, 2008. Includes bibliographical references (p. 171-183).
34
Nguyen, Thi Hong, and n/a. "Towards a professional development program for teachers of English in Vietnamese high schools." University of Canberra. Information Sciences, 1986. http://erl.canberra.edu.au./public/adt-AUC20060726.145916.
Full textAbstract:
This field study proposes a basis for the establishment of a
professional development program for Vietnamese high school
teachers.
The social background and the problems of teaching and learning
English in Vietnamese high schools are discussed, including the
students' goals in learning English in high schools; the teachers'
qualifications and the methods of teaching commonly used; the
coursebooks and how they are used; learning facilities, and the
attitudes and policy decisions of education authorities.
To develop effective solutions to these problems, it is
necessary also to know the background to teaching and learning
English in Hanoi Foreign Languages Teachers' College.
In-service training is of vital importance in the education of
all nations. A review of what other people have done in this field
is included with particular reference to the problems which are
relevant to the situation in Vietnam. Given the constraints of
funding and work procedures, a short full-time in-service course
would be the most practicable for the Vietnamese situation.
A survey of the needs of high school teachers in their
professional development has been carried out and is discussed in
relation to the priorities to be given to various components of an
in-service syllabus. The priorities were found to be: to improve
the language, teaching techniques and awareness of a communicative
approach to teaching and learning language of high school teachers
in Vietnam.
These priorities having been identified, the study considers:
iv
1 - the syllabus model.
2 - the development of specific goals.
3 - the development of content.
4 - possible modifications of the syllabus in the future.
The solution to the problem of professional development must
take into account not only the work of internationally known
authorities, but also the needs of Vietnamese teachers. The
proposed course suggests ways of finding out and meeting the needs
of participants and points to possible future development.
35
Hopkins-Malchow, Janice Marie. "Perceptions of school faculty, university faculty, and teacher candidates participating in a professional development school partnership." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/776.
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MacLean, William Patrick. "Participation in a professional association's annual national conference a phenomenological inquiry into the perceptions of underrepresented educational leadership faculty /." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Dissertations/Spring2010/w_MacLean_121409.pdf.
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Moorcroft, Sheila. "Development of a professional studies programme for Cape Town Teachers' College with particular emphasis on the problem of integrating aspects of theory and practice." Master's thesis, University of Cape Town, 1985. http://hdl.handle.net/11427/17604.
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Includes bibliographies.At a time when existing social and educational structures are rightly open to question and debate, the White colleges cannot escape the same scrutiny and evaluation. Such criticism must address not only the morality of separate provision for student teachers of different races, but must also raise questions concerning the preservation of the undergraduate route to the teaching profession and the justification for the teacher education offered at institutions such as the Cape Town Teachers' College (hereafter referred to as the College). This dissertation outlines the steps by which an enquiry which began as a modest attempt to give greater coherence to the components of the teacher education course developed into a deeper search to reconcile educational theory, subject knowledge and professional skills in the Professional Studies programme. Although many necessary and well-received changes were effected, there was a growing consciousness of the eclectic and piecemeal nature of such innovations. While most lecturers were united in their rejection of Christian National Education (CNE) as an underlying philosophy, there was need for an agreed matrix or core of assumptions about the nature and purpose of educational enterprise to give conceptual coherence and meaningful structure to the College task. Such a perspective was required to provide this basis and yet to retain sufficient width to preserve the rich diversity of opinion and outlook which are themselves enriching to an institution.
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Hu, Shaowei, and 胡少偉. "Professionalization of teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959143.
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Moore, J. Brian. "Critical friends groups at Lower Canada College : the impact of collaborative communities on teachers' professional growth and classroom practices." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81506.
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This qualitative inquiry into Critical Friends Groups (CFGs) at Lower Canada College (LCC), a coeducational, bilingual, K-12, private, day school in suburban Montreal, focusses on the impact of CFGs on teachers' professional growth and classroom practices. Using interviews, focus groups, participant observations and a questionnaire, I examined the recursive cycle of professional growth and transformation, and rooted the inquiry within the theoretical frameworks of reflective practice, the dialogic imagination, social constructivist learning and critical theory. I conceptualize teachers' professional growth as the transformation of professional practices through the deepening knowledge and expertise that arises out of collaborative inquiry and collegial dialogue. The major assumption supported by this study is that teachers learn from one another through engaging in ongoing and site-based critical dialogue focussed on classroom practices. This inquiry has implications for professional development programmes, school leadership and teacher empowerment.
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Perkins, Kelly R. "A Q-analysis of gender differences in public relations students' ethical expectations of the public relations profession." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1074538.
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This study attempted to determine whether or not there was a gender difference in students' ethical expectations of the public relations profession. Forty-two Ball State University public relations students participated. The students were given 49 statements that either supported or opposed a specific action that a public relations practitioner may take in an ethical dilemma, or a belief that public relations professionals may hold. Each student was asked to indicate how strongly he/she agreed or disagreed with each statement.The students' answers were analyzed using the QMETHOD factor analysis program. Two groups of individuals were defined: Factor I, "Female Dominated"; and Factor II, "Male Dominated." As the names indicate, the defining characteristic of these groups was the gender composition. The majority of females in the study fell into the first group, and the majority of the males in the study fell into the second group. Factor I z-scores were predominantly positive, whereas Factor II z-scores were predominantly negative-the results were close to perfect mirrors of one another. The findings supported the researcher's hypothesis that there is a gender difference in ethical expectations.Department of Journalism
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Hendricks, Avila D. "The influence of professional socialization on African American faculty perceptions of academic culture and intellectual freedom /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901241.
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Chakanyuka, Sharayi. "Mentoring and the professional development of pre-service primary teacher training students of Masvingo Teachers' College, Zimbabwe : a case study." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413867.
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Osentowski, Mary Jean. "A Study of Faculty Participation In and Approval of Professional Growth and Renewal Activities in the Dallas County Community College District." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331308/.
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The purpose of this study was to determine faculty participation in and approval of professional growth and renewal activities in the Dallas County Community College District. The population consisted of 526 full-time faculty employed by the district. The DCCCD Survey instrument, which was used in the study, included activities grouped into seven categories: career development, leaves, international activities, instructional renewal, grants, reward, and a miscellaneous category. Faculty members identified participation in activities; they also identified their approval or disapproval of all activities on a five point Likert-type scale. The population was grouped by teaching field, age, years-of-experience and campus for statistical analyses. A Chi-square test of goodness of fit was conducted to determine if significant differences existed between expected and observed participation among groups in each of the seven categories. An analysis of variance was completed to determine significant differences of opinion. The findings of the study indicated significant differences between expected and observed participation in the following categories: international and instructional activities when faculty were grouped by teaching fields; reward activities among years-of-experience groups. Significant differences of opinion were reported in all but the miscellaneous category when faculty were grouped by teaching field. Other significant differences were reported in career development among age groups, in leaves and grants among years-of-experience groups and in career development, reward and the miscellaneous category among campus groups. Based on the findings in the study, the following recommendations were made. The career development program should be broadened to appeal to faculty. Leaves and travel funds must be provided for faculty. International and instructional activities must be expanded to include appropriate activities for all teaching fields. Further study should be conducted in specific areas of professional growth to determine if these activities influence the effectiveness of faculty.
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Davis, Cynthia Louise. "A Comparison of Preservice Teachers' Responses to Bullying Scenarios." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1819.
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This nonexperimental study was conducted to determine differences that exist between PreK to 4th grade preservice teachers' beliefs about the severity of bullying, their empathy with victims of bullying, beliefs about their ability to cope with bullying in the classroom, and their ability to intervene in bullying issues. Bandura's self-efficacy theory and Ajzen's theory of planned behavior provided the study's theoretical base and demonstrated a connection between participants perceived ability to cope with bullying behavior and willingness to intervene. The participants (N = 112) were students in a 2-year community college PreK to 4th grade education transfer degree program. Data were collected from self-reported student surveys. Current research in the field of bullying showed a correlation between preservice teachers' self-efficacy and their willingness to act in a bullying situation. This study was undertaken to extend that research to preservice teachers at the community college level. Repeated measures of analyses of variance were conducted to evaluate the significance of the survey responses. Participants did not express a high level of confidence in coping with the bullying scenarios presented (p <.001), but did report a high likelihood of intervention for all types of bullying (p <.001). The lack of confidence in coping with bullying scenarios was related to lower self-efficacy to manage bullying situations and indicated the need for increased preparation. Implications for positive social change included benefits to school districts as well as other community college and university teacher education programs because of increased awareness and preparation for preservice teachers. This preparation will promote proactive behavior on the part of the preservice teacher to prevent bullying behavior and the resulting physical, emotional, and psychological damage to children.
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Pates, Linda Barnes. "An investigation of communication technology usage, professional development experience, and anxiety among faculty in a community college setting." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-06242007-205431.
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Morrissey, Chris, and n/a. "Changes in teachers' classroom practice and teaching knowledge and beliefs, resulting from participation in a workplace based learning professional development activity." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050816.094627.
Full textAbstract:
There are many recognised forms of teacher professional development
ranging from simply reflecting on a lesson recently taught to enrolling in a
formal course at university. This study set out to examine the perceived
effectiveness of one mode of professional development, a spaced learning
activity(SLA).
The SLA was selected for a number of reasons. Firstly, current government
economic and industrial policy includes an emphasis on the training and
retraining of the Australian workforce as an economic necessity. Within this
policy, teacher professional development is considered to improve the
quality of teaching and to raise professionalism. Secondly, the literature in
the area suggests that professional development activities have the potential
to improve the quality of teaching by enhancing teachers' knowledge and
skills. Thirdly, an SLA appeared to incorporate many characteristics of
effective professional development which are identified in the literature, for
example, allowing time for critical reflection and for internalising concepts.
This study sought to determine the effectiveness of an SLA as a training
strategy and in enhancing teachers' knowledge, beliefs, classroom practice
and students' learning outcomes and also to identify characteristics of an
SLA which assisted and inhibited its effectiveness. Perceived costs and
benefits of participation to the individual teacher were also evaluated..
The study was carried out at Marist College, Canberra , a Y7-12 single sex
secondary school with an enrolment of approximately 1100 boys. The
study involved twenty five teachers who participated voluntarily in a pilot
collegial group programme at the school during 1993.
The term "collegial group" is used for a small group of professionals who
meet on a regular basis to learn together and to support one another in their
on-going professional development. Adie (1988:4) explains that collegial
groups are designed to assist in supporting, learning, problem solving,
planning and performing.
The twenty five volunteers were divided into three groups. Each group
determined its own 'focus1 and met on an average of five occasions over six
months, for meetings ranging from two to four hours. The foci selected by
each group were:
Increasing student motivation
Increasing student responsibility for learning.
Excellence in Teaching course.
Meetings usually provided an opportunity for individual feedback on
teaching changes tried, some input on the focus area, discussion of its
practicality and a commitment to try something new and to report back at
the next meeting. Some groups also included discussion of specific
teaching and learning 'problems', where the group would offer solutions.
A variety of data collection techniques were employed in the study. A
questionnaire was conducted before the programme commenced to
ascertain participants' expectations and concerns about the programme and
anticipated effects of participation on their teaching knowledge, beliefs and
practice and on their students' learning outcomes.
A questionnaire was also administered at the end of the programme. The
post-study questionnaire sought participants' perceptions about how well
their expectations for the programme had been met, any differences
participation had made to their teaching knowledge, beliefs and practice,
and to their students' learning outcomes and whether these differences
constituted improvements. Further questions covered: the benefits and
costs to individuals of participation in the programme; the benefits
participants perceived that other non-participatory colleagues could derive
from a future programme; and the perceived value of the activity as a mode
of professional development. The questionnaire also included a table
covering organisational factors of the programme and elicited participants'
responses about the degree to which each assisted and inhibited progress.
In addition to the questionnaires, structured interviews were conducted with
the participants after the completion of the programme asking similar
questions about their perceptions of its success.
Analysis of a variety of data collected through pre and post-programme
questionnaires as well as interviews clearly indicates that this mode of
delivery was perceived by the participants to be an effective form of
professional development from the perspective of changing teaching
knowledge, beliefs and practice, and as a refocussing or confirming activity
by providing stimulus to an individual's professional development. Further
data collected support the organisational characteristics of this SLA and
provide some suggestions for changes. Finally, the findings clearly show
that the benefits to individuals of participation are perceived to outweigh the
costs, further supporting the effectiveness of this mode of professional
development.
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Greenwood, Joey Sarkees-Wircenski Michelle. "Faculty training and professional development programs designed to impact web-based instruction in higher education a faculty perspective /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3667.
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Estola, E. (Eila). "In the language of the mother — re-storying the relational moral in teachers' stories." Doctoral thesis, University of Oulu, 2003. http://urn.fi/urn:isbn:9514269713.
Full textAbstract:
Abstract This is an overview of five substudies, which are based on autobiographical stories of teachers working in early childhood education and general education. By the concept of 'relational moral', I refer to human relationships between teachers and children or adolescents. I approached the main question 'How is the storied relational moral of teachers constructed in a re-storying process?' through two subquestions: 1. What is relational moral like as a moral horizon in teachers' narrative identity? and 2. What is relational moral like as a storied educational practice? Teachers' relational moral was considered to find its expression in the language of the mother. This view has its roots in feminist research, which has pointed out that identities are gendered, and that the historical and cultural roots of relational moral in the Western culture lie in the practices of mothers. This view also emphasizes that gender constitutes an important distinction in language use. Since the voices of women do not have the same power as the voices of men, the voices of relational moral are not heard. Basing on the applications of the narrative-biographical approach I analysed the stories as representative of the language of practice, i.e. as moral, multivoiced and dialogical. In the process of re-storying, I interpreted the moral words denoting vocation, hope, love, change and body as Other-oriented concepts implying the need to listen to children and a future orientation. Teachers construct their narrative embodied identities under the cross-pressure of different and contradictory voices. The loudest contradictory voices come from the administration, social and educational policies, and the media. The relational moral was storied as an embodied practice, as physical work in which many silent voices become audible through touching, gentleness and closeness. The concept of body position was developed as a tool to understand the concrete working bodies that carry moral meanings. Teachers' stories involve many body positions, of which the positions of relational moral are not always officially appreciatedTiivistelmä Tutkimus pohjautuu viiteen osatutkimukseen, joissa on analysoitu lastentarhanopettajien ja yleissivistävän koulutuksen opettajien omaelämäkerrallisia kertomuksia. Ihmissuhteisiin perustuvan moraalin käsitteellä viittaan suhteisiin opettajien ja lasten / nuorten välillä. Tutkimuskysymystäni, millaiseksi opettajien ihmissuhteisiin perustuva moraali rakentuu uudelleenkerrottuna, tarkastelin kahden alakysymyksen kautta. Ensin kuvasin, millaiseksi moraaliseksi horisontiksi rakentuu ihmissuhteisiin perustuva moraali opettajien narratiivisessa identiteetissä. Toiseksi tarkastelin sitä, millaiseksi ihmissuhteisiin perustuva moraali rakentuu kerrotuissa kasvatuskäytännöissä. Osatutkimusten pohjalta muotoutui uudelleen kertomista ohjaavaksi lähtökohdaksi opettajien ihmissuhteisiin perustuva moraali eräänlaisena äidin kielenä. Feministinen tutkimus on osoittanut, että identiteetit ovat sukupuolittuneita, ja että ihmissuhteisiin perustuvan moraalin historialliset ja kulttuuriset juuret nousevat länsimaissa äitiyden käytännöistä. Myös kieli on sukupuolittunutta. Tätä tutkimusta on innoittanut pyrkimys kuunnella äidin kielen hiljaisia ääniä, jotka jäävät helposti miehisen isän kielen korkeamman yhteiskunnallisen statuksen alle ja kuulumattomiin. Osatutkimuksissa sovellettiin narratiivis-biografista lähestymistapaa. Kertomukset valittiin laajemmasta aineistosta harkinnanvaraisesti ja niitä tarkasteltiin käytännön kielenä, moraalisina, moniäänisinä ja dialogisina. Analyyseissä pyrittiin kertomusten empaattiseen ja responsiiviseen lukemiseen, ja niissä käytettiin erilaisia temaattisia ja narratiivisia menetelmiä. Osatutkimusten uudelleenkerronnassa tulkitsin opettajien narratiivista identiteettiä kutsumuksen, rakkauden, toivon, muutoksen ja ruumiillisuuden käsitteiden avulla. Moraalisessa horisontissa ne ilmenevät Toiseen suuntautumisena, jolloin korostuu lasten kuuleminen ja tulevaisuuteen kurottautuminen. Opettajat kertovat identiteettinsä ruumiillisuutensa kautta: erilaiset moraaliset kielet luovat erilaisia odotuksia ja rajoituksia opettajan toiminnalle. Ristiriitojen keskellä muotoutuva moraalinen horisontti rakentuu ristiriitaiseksi ja epäyhtenäiseksi. Opettaja joutuu valitsemaan, millaisia moraalisia ääniä hän voi ja haluaa kuunnella ja millaista moraalista kieltä käyttää. Kuuluvimmat äänet, jotka kertomuksissa uhkasivat ihmissuhteisiin perustuvaa moraalia tulivat hallinnosta, sosiaali- ja koulutuspolitiikasta ja mediasta. Ihmissuhteisiin perustuva moraali konkretisoituu kertomuksissa ruumiillisena työnä, jossa monet hiljaiset äänet, kuten koskettaminen, hellyys ja läheisyys tulevat kuultaviksi. Ruumiinasennon käsitteen avulla kuvasin opettajien ruumiillisuuden moniäänisyyttä ja sitä, miten Toiseen suuntautuvia, ihmissuhteisiin perustuvan moraalin ruumiinasentoja voidaan helposti pitää ei-suotavina tai vähäarvoisina
49
Deringer, Marlene Lansman. "The impact of a professional development program co-developed by middle school teachers and college faculty : a qualitative study of teacher-initiated change /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487953204279502.
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Fields, Tifney L. "An ethical comparison among public relations practitioners and students in the Indianapolis area." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1365178.
Full textAbstract:
This study has presented insights into emotional perceptions surrounding ethical practices in the public relations field. The evidence resulting from the Q-sort process alluded to the grouping of practitioners as Truth Seers and students as Pragmatists. The Truth Seers revealed complete, balanced and consistent feelings identifying truth as the primary motivation for personal decision making. The Pragmatists were conversely found to believe that while truth was the basis of decision making, it was often necessary to make decisions or be confronted with moral choices that were not the most ethical out of necessity of circumstance. These groupings were general and did not apply toward all of the students or practitioners who participated. No definitive partition was established only a general theory.Department of Journalism