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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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.
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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.
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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.
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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.
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涂, 馨丹. "How to Promote the Professional Ethics among Young Teachers in Colleges and Universities in the New Period." Advances in Education 11, no. 04 (2021): 998–1002. http://dx.doi.org/10.12677/ae.2021.114156.
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Granados-Zúñiga, Jorge, and Luis Davis-Sánchez. "EVALUACION DE LA OFERTA UNIVERSITARIA EN BIOETICA DE LA INVESTIGACION DIRIGIDA A LOS PROFESIONALES EN CIENCIAS MÉDICAS EN COSTA RICA. EVALUATION OF THE UNIVERSITY OFFER IN BIOETHICS OF RESEARCH DIRECTED TO PROFESSIONALS IN MEDICAL SCIENCES IN COSTA RICA." Revista Electrónica Calidad en la Educación Superior 3, no. 2 (November 6, 2012): 102–21. http://dx.doi.org/10.22458/caes.v3i2.448.
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Se presenta el resultado de una revisión de los currículos de las carreras del área de la salud de varias universidades y se constata que medicina y enfermería, acaparan casi el 50% de la oferta académica en cursos de ética. En éstos se trata fundamentalmente de ética profesional o de deontología yla gran mayoríacarece por completo de temas relacionados con la investigación biomédica. El énfasis que se hace, tanto en universidad pública como en las universidades privadas, es respecto a la práctica clínica y a algunos temas particulares de la relación médico-paciente. Se requiere la formación de los formadores, es decir, la capacitación de los docentes universitarios con un énfasis particular en la bioética.Palabras clave: Bioética, educación universitaria, ciencias de la salud.AbstractWe present the result of a review of several colleges' curricula in the area ofhuman health. We found that the medical and nursing careers account for almost 50% of academic offerings in ethics courses. These are mainly courses on professional ethics and deontology and are almost completely devoid of issues related with biomedical research. In public and private universities the emphasis is placed on bioethics of clinical practice and on some special issues of the doctor-patient relationship. It is required a training of trainers, which means, the training of university teachers with a particular emphasis on bioethics.Keywords: Bioethics, college education, health sciences.
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Carneiro, Rosalvo Nobre. "Contemporary challenges of teaching education." Terrae Didatica 15 (September 17, 2019): e019035. http://dx.doi.org/10.20396/td.v15i0.8655111.
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In the public space of the theoretical renewed discourses, the geographic knowledge expands itself from the university world for the school world, with criticism as a key word of the teacher education. Thus, the objective of this paper is to discuss the challenges of teacher education, particularly the one of the teacher of Geography, based on the concepts of communicative competence and universal ethical principles, from the theory of communicative action of Jürgen Habermas. It started from our experience as a professor in Geography College, when questioning the reason for the low participation of undergraduates in establishing a dialogue or an argumentative discourse in the classroom. From the literature review, we identified the current predominant themes in geographic education on the education of teachers in Geography. It was observed the domain of the themes: researcher teacher and citizenship. An understanding of professional and human formal education is defended, associated to the action, around universal ethical principles of geographic base.
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ABDUL GAFUR. "Peran Kepemimpinan Kepala Sekolah Dalammeningkatkan Etos Kerja Guru Pendidikan Agama Islam (Pai) Di Sd Muhammadiyah 2 Sidoarjo." International Journal on Integrated Education 3, no. 4 (July 2, 2020): 86–90. http://dx.doi.org/10.31149/ijie.v3i4.432.
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The teacher is the transformational media of all the knowledge needed by students. In addition, the role of teachers is very much needed especially in Islamic-based schools that always pay attention and prioritize students to continue their studies in college. To get closer and to build with high enthusiasm for the achievement of the priorities above, the researcher conducted research at second grade of Elementary School in Sidoarjo by knowing more about the leadership style of the principal in improving the work ethic of Islamic Education teachers. This study is entitled "The leadership role of school principals in improving the work ethic of Islamic Religious Education teachers at second grade of Elementary School in Sidoarjo". This research is a qualitative study, through a phenomenological approach that is a qualitative research approach rooted in philosophical and psychological and focuses on human life experiences (sociology) that produce descriptive data in the form of written or oral data from observable people's behavior. The form of research is descriptive qualitative research, namely research that describes an object relating to the problem conducted without asking research variables.The results of research on the role of principals in improving the work ethic of teachers of Islamic Education are as follows: (1) as educators: principals must have the right strategy to improve the work ethic of teachers and professional educators. (2) as a manager at school: the task of the manager is to plan something that can improve the work ethic of the teachers of Islamic Education and the quality of education, in addition the manager also organizes educational resources that have not been organized in order to unite in implementing education and control the implementation of educational outcomes . (3) as a motivator: the principal has a very close relationship with various activities in the school, such as providing motivation and encouragement, so the teacher is more disciplined and has a work spirit.
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Eskic, Jasmina, Sophie Merle Kuhlmann, Katharina Kreinbihl, and Florian Hammerle. "Mindfulness-based and cognitive-based stress prevention in student teachers (startklar): study protocol of a randomised controlled trial." BMJ Open 9, no. 2 (February 2019): e021941. http://dx.doi.org/10.1136/bmjopen-2018-021941.
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IntroductionTeachers and student teachers in Germany are a high-risk population for stress and stress-related mental health problems. This often leads to early retirement in subsequent professional life. Various trials have demonstrated positive effects of stress prevention training on the perceived stress and stress-related symptoms of teachers. Although many studies show positive effects of mindfulness-based stress interventions, there is not yet any mindfulness-based intervention for teachers or student teachers in Germany. The aim of this trial is to evaluate a training that combines mindfulness-based and cognitive interventions into one programme, addressing to the specific burdens of student teachers.Methods and analysisThis study protocol presents a prospective block-randomised controlled trial. Assessment will take place at three time points (baseline, post-intervention, 3-month follow-up) for an intervention and waiting control group, and at a fourth assessment point for the waiting control group after receiving the training. The aim is to evaluate the effects of mindfulness-based stress prevention on stress, psychological morbidity, burnout and self-efficacy using validated measures. Participants are student teachers from German teacher training colleges and participation will be voluntary. The targeted total sample size is 96 at 3-month follow-up. The training will comprise three 4-hour sessions conducted every 2 weeks. The control group will participate in the training after the 3-month follow-up. The allotment will be randomised with a stratified allocation ratio by gender. After descriptive statistics have been evaluated, inferential statistical analysis will be conducted using repeated measures analysis of variance with interactions between time and group. Effect sizes will be calculated using partial η2values.Ethics and disseminationResults will be disseminated at conferences, in specialist magazines and through peer-reviewed publications. The trial has been approved by the ethics review board of the local medical association, Mainz, Germany, under the reference number 837.192.16 (10511).Trial registration numberDRKS00010897.
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Ahmad, Md Rasel, Iffat Ara, Md Humayun Kabir Talukder, Dipak Kumer Paul Chowdhury, Md Immam Hossin, and Md Mahafuzur Raihan. "Teachers and clinical students' perception of the core competencies of different subjects of the undergraduate BDS curriculum." Bangladesh Journal of Medical Education 8, no. 2 (July 26, 2017): 24–28. http://dx.doi.org/10.3329/bjme.v8i2.33333.
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Background: Curriculum planning and designing is not a static process, rather a continuous process done regularly through a system. More than one decade have elapsed since the Centre for Medical Education (CME), in 1988, developed a national Undergraduate Dental Curriculum which was supposed to be community-oriented and competency based. The curriculum was partially implemented with the advancement of dental health science and application of newer techniques in dental practices in developed and developing countries.Rationale: Competency is the ability to combine evidence based knowledge, personal attitudes, and clinical skills to undertake holistic dental care. Personal attributes may include creativity, ethics, aesthetics, and critical sense and personal attributes include a desire for patient wellbeing and to self-evaluate the effectiveness of the treatment. As life-long learning becomes a crucial attribute for all modern clinicians, the ability to self-assess performance and identify future learning goals is an essential skill that needs to be developed in a modern healthcare curriculum. Self-assessment, self-reflection and selfregulation can promote a deeper understanding in current knowledge. The essential professional clinical skills may include a) diagnosis and treatment planning b) Preventative measures c) patient treatment and rehabilitation. Other skills that may be essential include professionalism, administrative and promotional skills. It is important that universities and dental schools help students nurture these values from a very early stage.Objectives: The present study was undertaken to identify the teachers and clinical students' perception of the core competencies of different subjects of the undergraduate BDS curriculum.Methods: This descriptive type of cross sectional study was conducted in seven public and private dental colleges of Bangladesh after getting written permission from the principal of the respective dental colleges. Voluntary participation of the students was ensured and the names of the students' as well as teachers were kept confidential. The teachers and students of final years from the different dental colleges were the study population; among them four hundred (400) students and one hundred twenty teachers (120) were taken as sample by convenient sampling. Data collection instrument was a semistructured questionnaire with 5-point Likert scale for final year students' and in depth interview was used for teachers.Results: The study revaled that 95% mentioned that introduction part of the curriculum competency in relation to the knowledge, skills and attitude of a dental graduate must be mentioned. Nearly 97 of the students mentioned that competency acquired by the newly passed dental graduate from the BDS course was satisfactory.Conclusion: Competency-based dental education is a continuous process in maintaining a degree of quality consistent with patient well-being and effective treatment management path, which the graduating dentist should achieve. The cultural and socioeconomic diversity among different communities might have an impact on the profile of the professional needed by the society.Bangladesh Journal of Medical Education Vol.8(2) 2017: 24-28
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Fernandes, Isabella De Farias Costa, and Ieda Aleluia. "Percurso do estudante de medicina na formação da identidade profissional desde o curso médio até o meio do curso." International Journal of Health Education 4, no. 1 (September 11, 2020): 8. http://dx.doi.org/10.17267/2594-7907ijhe.v4i1.2640.
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INTRODUCTION: Students selected during their early years have a strong influence on humanitarian disciplines and teacher experience. By the second year, the undergraduate student experiences impressions from previous expectations before entering college. They build professional identities from competing discourses of diversity and standardization; use and negotiate these discourses differently and experience the building process differently, depending on your unique social identities; and as a result, they build different types of professional identities. OBJECTIVE: To investigate or track students in professional identity formation from high school to medical school, in a private institution in Salvador / BA. METHODOLOGY: Cross-sectional observational study with a quantitative / qualitative approach. Students in the 5th and 6th semesters of medicine, 2019.1. Questionnaire via email, or in person. Descriptive statistical analysis, IBM SPSS Statistics20.0 program. Numerical variables were analyzed following central and dispersion trends. A qualitative analysis by content analysis. Study was cleared by the local ethics committee under approval number 03547118.6.0000.5544. RESULTS: 197 students answered the questionnaire. Mean age 21.86 +/- 2.3; 111 (56.3%) female; 88 (44.7%) Catholics; 99 (50.3%) of the 5th semester and 98 (49.7%) of the 6th semester. 197 (100%) single and 130 (69%) live with their parents. 184 (93.4%) without previous vocational training. Mean pre-vestibular course time of 1.21 years (SD +/- 1.03). 181 (91.9%) participate in some extracurricular activity. 137 (69.4%) answered vocation as motivation to do medicine. 190 (96.4%) participants answered that there was a change in the way of thinking and acting in front of the patient and humanistic issues. 161 (81.7%) answered that the expectations were met by the course. 120 (60.9%) respondents do not feel unmotivated, guilty or ashamed when they fail during clinical practice. 190 (96.4%) perceive the influence of teachers in their education. 186 (94.4%) perceive humanistic content in the curriculum. 99 (50.3%) strongly agreed that there is competitiveness within the course. 94 (47.7%) strongly agree and 72 (36.5%) agree that they feel “more medical” after the start of clinical / hospital practices. 34 (17.3%) strongly agreed, 35 (17.8%) agreed and 73 (37.1%) agreed in part that they feel using the patient as an object. 89 (45.2%) strongly agree and 80 (40.6%) agree that the choice for a specialty may be influenced by a teacher / physician / mentor. 43 (21.8%) of the participants strongly agreed that there is influence on the way they behave and dress, 69 (35%) agreed with the statement. CONCLUSION: It is possible to infer that students enter the course very young and without any experience in the higher education environment. The vocation as motivation followed by the desire for knowledge and the influence of parents and family, point to the humanistic side in choosing the course, also pointing to the influences of the hidden curriculum such as the desire of the family and the presence of a family member practicing the profession. There is satisfaction with entering the course, with their experiences and how they have positively transformed students: the proximity to the patient, the curriculum, the teacher.
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Brantlinger, Ellen A. "Book Review: Ethics for Professionals in Education: Perspectives for Preparation and Practice, edited by Kenneth A. Strike and P. Lance Ternasky, New York: Teachers College Press, 1993, 243 pp. $43.00 cloth, $19.95 paper." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 17, no. 1 (January 1994): 75–76. http://dx.doi.org/10.1177/088840649401700108.
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Pipitone, Maria Angélica Penatti, and Emerson Alves Carneiro. "Análise do Projeto Pedagógico de um Curso de Ciências Biológicas Face às Diretrizes Curriculares Nacionais." Revista de Ensino, Educação e Ciências Humanas 18, no. 3 (December 14, 2017): 285. http://dx.doi.org/10.17921/2447-8733.2017v18n3p285-292.
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O presente trabalho teve por objetivo analisar o Projeto Político Pedagógico e a matriz curricular do Curso de Ciências Biológicas de uma Universidade Estadual Paulista em relação ao que foi proposto pelas Diretrizes Curriculares Nacionais para o Curso de Ciências Biológicas (CNE/ MEC). Tal verificação permitiu discriminar os elementos comuns e os aspectos divergentes, os conteúdos supervalorizados, bem como aqueles que podem estar obscurecidos. Para uma melhor compreensão do objeto da pesquisa foram analisadas as interpretações teóricas do Projeto Pedagógico e do currículo para o Ensino Superior. A partir da análise de documentos oficiais foi elaborado um questionário auxiliar para a coleta de dados entre os professores/coordenadores de curso e estudantes com o intuito de verificar as opiniões, críticas e sugestões que pudessem auxiliar na avaliação da matriz curricular do referido curso. Os resultados sinalizaram, em linhas gerais, uma carência nas áreas das Ciências Humanas e Sociais, sobretudo nos temas: História e Filosofia da Ciência, além de componentes ligados à Ética Profissional e à Legislação Ambiental.Palavras-chave: Projeto Político Pedagógico. Ciências Biológicas. Diretrizes Curriculares Nacionais. Matriz Curricular. Ensino Superior.AbstractThis study aimed to analyze the Political Pedagogical Project and Curriculum of Biological Sciences Course from College/São Paulo University, Brazil) in relation to that proposed by the National Curriculum Guidelines for Biological Sciences Course. Such verification allowed to discriminate the common elements and divergent aspects, the overvalued content as well as those that may be obscured. For a better understanding of the research object, theoretical interpretations of the education program and curriculum for higher education were analyzed. From the analysis of official documents support, our data collection among teachers / course coordinators and students with the aim of analyzing the comments, criticisms and suggestions that could assist in the evaluation of the curriculum of this course questionnaire were prepared. The results showed, in general a lack of areas focused on History and Philosophy of Science, humanities and Social Sciences, as well as components related to professional Ethics and Environmental Law.Keywords: Project of Pedagogical Politic. Biological Sciences. National Curriculum Guidelines. Curriculum Guide. Higher Education.
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Sreeram, Meenakshi, and Mona A. Mundada. "Survey to Assess Perceived Causes of Stress, Its Manifestations and Coping Strategies Among Dental College Students in Maharashtra During COVID-19 Lockdown." Biomedical and Pharmacology Journal 14, no. 1 (March 30, 2021): 53–60. http://dx.doi.org/10.13005/bpj/2098.
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Various studies across the globe have emphasized the importance of monitoring stress levels among students pursuing professional courses, especially medical and dental students. The pandemic caused by the novel Corona virus affected the lives of people and economies of almost all nations in a manner no one could have ever fathomed. Unexpected and unprecedented changes have occurred in the way we work, study, interact, travel and many aspects of the way we humans lead our lives.The period of lockdown was a difficult period for everyone, more so for the youth, as they were forced to remain indoors, now no longer being able to physically interact with their friends,go to college, visit malls, socialize, pursue pass-times and hobbies or generally have a life that the younger generation is used to.Academic activities initially came to a standstill before shifting to online mode which was new to both, teachers and students. The objective of the current questionnaire-based study was to find out the perceived stress levels during the COVID-19 lockdown among the students and how capable they think they are to cope with these testing times. This survey was undertaken among the students from first to final year of a dental college in Nasik, Maharashtra in the first phase of lockdown in India from 22 Mar 2020 to 14 April 2020. A pretested self-administered questionnaire using Google forms was used for the data collection after getting approval from the Institutional Ethical Committee. Students from all the four years reported being stressed and academic factors were one of the most important stressors. During the lockdown, portion completion, delay in academic activities, uncertainties of the disease and the impending exams were the main causes of anxiety and stress. Continuous student engagement during the period and the availability of a staff to discuss and talk out a problem helped in a big way.It is suggested that mental health of college students should be monitored during such unusual circumstances as the pandemic. The introduction of stress management education into the curriculum could prove useful to the students to help them deal with any such situation in the future.
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Mohammad, Hossein Heidari, Nosrati Heshi Kamal, Mottagi Zohre, Amini Mehrnosh, and Shiravani Shiri Ali. "Teachers professional ethics from Avicennas perspective." Educational Research and Reviews 10, no. 17 (September 15, 2015): 2460–68. http://dx.doi.org/10.5897/err2015.2400.
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Davis, Michael. "Vocational Teachers, Confidentiality And Professional Ethics." International Journal of Applied Philosophy 4, no. 1 (1988): 11–20. http://dx.doi.org/10.5840/ijap19884115.
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Popovska Nalevska, Gorica, and Filip Popovski. "PROFESSIONAL AND PEDAGOGICAL ETHICS OF TEACHERS." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 315–20. http://dx.doi.org/10.35120/kij3002315p.
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Professional ethics is a theoretical and applied discipline that studies the established professional morale, behavior among people, employees in a given profession and between different professional groups. Ethics has the task not only to describe patterns of behavior and morality, but also to act through them. Schools and teachers are major factors in the ethical building of a person. They promote the general moral norms of society and, through the curriculum, organize programs on the development of positive moral properties, character and personality of the student. Pedagogical ethics is a special kind of professional ethics, which aims at creating the most accurate, most humane, most correct fulfillment of the profession teacher. Pedagogical ethics is a projection of social morality, hence the ultimate goal of the teacher is to educate members of society. The more serious contradiction of the teacher's professional role in the traditional and contemporary concept of teaching, which are often parallel in our educational practice, is only one of the more significant difficulties and reasons for the general acceptance of the code of the teacher's profession.
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Holleman, Peggy. "Professional Ethics and Community College Librarians." Community & Junior College Libraries 6, no. 2 (November 28, 1989): 1–7. http://dx.doi.org/10.1300/j107v06n02_01.
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Schwimmer, Marina, and Bruce Maxwell. "Codes of ethics and teachers’ professional autonomy." Ethics and Education 12, no. 2 (February 15, 2017): 141–52. http://dx.doi.org/10.1080/17449642.2017.1287495.
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HAYDON, GRAHAM. "Should teachers have their own professional ethics?" Journal of Philosophy of Education 30, no. 2 (July 1996): 301–6. http://dx.doi.org/10.1111/j.1467-9752.1996.tb00399.x.
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Prakasha, G. S., and Jayamma H. R. "Professional Ethics of Teachers in Educational Institutions." Artha - Journal of Social Sciences 11, no. 4 (December 1, 2012): 25. http://dx.doi.org/10.12724/ajss.23.2.
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This article dwells on the deteriorating value system inIndia. It presents a glimpse of the value system thatexisted in India during the Gurukul age, the British reignand also analyzes the present situation. It highlights fromvarious reviews that the education system in India has thepotential to nurture the desired value system.
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Fisher, Yael. "Exploration of values: Israeli teachers’ professional ethics." Social Psychology of Education 16, no. 2 (April 7, 2013): 297–315. http://dx.doi.org/10.1007/s11218-013-9211-0.
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Ribeiro-Silva, Elsa, and Catarina Amorim. "Physical Education Cooperating Teachers’ perspectives on professional ethics." Journal of Sport Pedagogy & Research 6, no. 1 (June 2020): 46–50. http://dx.doi.org/10.47863/fwvn1757.
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The teaching profession, being a profession that above all requires human interaction, is inseparable from ethics (Castilho, 2018). Initial teacher training is recognised by its impact in professional development of pre-service teachers, and cooperating teachers are fundamental in this stage. The ethical-professional attitude is transversal to all knowledge related to initial education. Therefore, it is important to study the perspective of cooperating teachers regarding professional ethics. This article presents case studies concerning Portuguese physical education cooperating teachers’ perspective of pre-service teachers’ professional ethics. We followed a qualitative methodology and data was collected from a semi-structured interview with 5 questions. It was interviewed 5 cooperating teachers of the master’s degree in Teaching Physical Education in the University of Coimbra. Data was analysed through thematic content analysis (Bardin, 2011) and revealed that cooperating teachers focus mainly on the personal conduct shown by pre-service teachers. These results reveal a reductionist perception of the notion of professional ethics and the association of professional ethics to personal ethics.
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Freeman, Nancy K. "Professional Ethics: A Cornerstone of Teachers' Preservice Curriculum." Action in Teacher Education 22, no. 3 (October 2000): 12–18. http://dx.doi.org/10.1080/01626620.2000.10463015.
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McDowell, Banks. "The Ethical Obligations of Professional Teachers (of Ethics)." Professional Ethics, A Multidisciplinary Journal 1, no. 3 (1992): 53–76. http://dx.doi.org/10.5840/profethics199213/411.
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Oyeleye, Omobola Awosika. "Medical Diagnoses for Sale or for Political Reasons: We are all Victims." Journal of Healthcare Ethics & Administration 5, no. 1 (October 19, 2019): 1–6. http://dx.doi.org/10.22461/jhea.1.71620.
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The article discusses the implications of the actions of health care professionals who engage in unethical conduct for altruistic purposes or for pecuniary gain. It analyzes the highly publicized news story where parents allegedly paid a lot of money to get their children admitted to colleges, including engaging the services of psychologists who created fake diagnoses of learning disabilities. It explores earlier unethical acts by healthcare professionals like physicians in Wisconsin who wrote work excuse notes for Wisconsin teachers, without any physician/patient relationship or assessments, and dentists and nurses who violated their professional ethical principles. Also discussed, is the impact of such acts on the respective professions and the potential impact on unseen victims like individuals with disabilities. The universality of the impact and the need for communal vigilance are highlighted.
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Sheveleva, Anna. "The university teachers’ professional ethics from the students’ perspective." E3S Web of Conferences 210 (2020): 18075. http://dx.doi.org/10.1051/e3sconf/202021018075.
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The article’s purpose is to describe some results of the research of students’ representations about the professional ethics of University teachers. The sample includes full-time and part-time students of psychological and pedagogical education. The diagnostic instrument was questionnaire “Customer Perceptions of professional ethics of the specialist”. It was revealed that students mainly note the orientation of the teachers’ professional ethics standards to their own professional interests, note the compliance of teachers’ personal characteristics with ethical requirements, and consider the job instructions to be the basis for the content of ethical standards in the teacher’s activity. Differences in the views of full-time and part-time students were found. Full-time students pay more attention to teachers’ personal characteristics as proof of compliance with ethical standards. Part-time students give a higher evaluation of teachers’ orientation to the professional community interests and needs of other ethic application objects (not only professional and client), as well as give a higher evaluation of law and universal values and culture as origins of teachers’ professional ethics.
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Bagum, Munwar, and M. Ali Gardezi. "Attitude of Secondary School Head Teachers towards their Teachers: Professional Ethics Perspective." Review of Education, Administration & LAW 3, no. 1 (June 30, 2020): 21–30. http://dx.doi.org/10.47067/real.v3i1.18.
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The main purpose of this qualitative study was to explore and analyze the attitude of secondary school head teachers towards their teachers’ professional ethics perspective. To achieve the objectives, six head teachers (3 males and 3 females) and twenty teachers (10 males and 10 females) were conveniently selected as participants of the study from Multan city. The data were collected through a semi structured interview protocol carrying nine questions and seven focused group discussion questions after taking appointments from the participants. The tape-recorded interviews and discussions were transcribed and thereafter the researchers made thorough examination of data in order to gauge trends of respondents’ views. Furthermore, key ideas were identified, categorized and then condensed. The identified key ideas were codified and organized into themes. All the interviews were conducted in national language Urdu. Each interview lasted about 30-40 minutes. The researchers used the audio-tape for discussions but also took the written notes of the heads and their teachers. It was found that all teachers had positive attitude towards professional ethics. The study concluded that teachers who act more professionally and also aware of their duties, relatively observe teachers’ professional code of ethics both in and outside the class. It was recommended that, in order to enhance teachers’ knowledge of the professional code of ethics, there should be regular refresher courses programs in the form of seminars and workshops.
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Afdal, Hilde Wågsås, and Geir Afdal. "The making of professional values in the age of accountability." European Educational Research Journal 18, no. 1 (October 11, 2018): 105–24. http://dx.doi.org/10.1177/1474904118797733.
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Changing conditions in the realm of teacher professionalism have consequences for teachers’ professional values and ethics. To a large degree, the literature concludes that increases in accountability policies seem to result in more restricted space for teachers’ professional values and ethical autonomy. Less attention has been given to which kinds and forms of ethics and value logics teachers negotiate and prefer in situations involving accountability policies. In this paper, we analyze how the Union of Education Norway negotiated teacher values in the process of developing their professional ethics code and the final code text. Previous research has shown clashes and struggles between two value systems, or as a change from traditional professional to neoliberal values. However, based on the analyses in this article, a third relation is suggested—one where increased accountability creates a paradoxical situation for teachers’ professional values and ethics—in which the professional ethics of opposition may analytically empty teacher practice of ethical aspects and where professional ethics of engagement may lead to decreased conditions for ethical engagement.
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Cronqvist, Marita. "Professional Ethics as Experienced by Student Teachers: A Neoliberal View." Phenomenology & Practice 14, no. 1 (June 2, 2020): 89–104. http://dx.doi.org/10.29173/pandpr29400.
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Student teachers’ experiences of professional ethics, as lived practice, need to be visualized and verbalized to support their ability to develop an ethical practice. The aim of this article is to discuss the lived experiences of professional ethics from beginning teachers’ internship, based on a phenomenological study. Some of the essential meanings are interpreted in relation to the tension between responsibility and accountability that is emerging from neoliberal influences in teacher education. Inspired by Reflective Life World Research (RLR), interviews were conducted with student teachers specializing in preschool and elementary school. The empirical data was analyzed in order to determine the meanings that constitute the lived experience of professional ethics for early career teachers. By identifying the implications of professional ethics in neoliberal times, teacher educators can more easily observe and communicate the manifestations this has for teaching. Discussions and observations of professional ethics can stimulate student teachers’ learning as part of teacher education discourse.
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Alipour, Zahra, Zohre Khalajinia, and Rohollah Safaeipour. "Exploring medical teachers' and interns' experiences regarding professional ethics." Journal of Education and Health Promotion 9, no. 1 (2020): 131. http://dx.doi.org/10.4103/jehp.jehp_706_19.
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Valica, Miroslav, and Terezia Rohn. "Development of the Professional Competence in the Ethics Teachers." Procedia - Social and Behavioral Sciences 106 (December 2013): 865–72. http://dx.doi.org/10.1016/j.sbspro.2013.12.099.
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Khizar, Asma Khizar, Muhammad Nadeem Anwar, and Mushtaq Ahmad Malik. "Reflection of Teacher Educator’s Professionalism on Prospective Teachers." Global Social Sciences Review IV, no. II (June 30, 2019): 298–306. http://dx.doi.org/10.31703/gssr.2019(iv-ii).39.
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Reflection of teacher’s own professionalism matters so the present study aimed to evaluate the reflection of teacher educator’s professionalism on their students. The survey was conducted to collect data by using two self-developed questionnaires one for teacher educators and others for prospective teachers. A sample of 155 teacher educators and 200 prospective teachers participated in this study randomly selected from one general university of Islamabad and seven universities of Punjab province. Analyses revealed that prospective teachers were highly reflecting professional attitude, professional practice and professional confidence while less professional commitment, professional ethics, and professional knowledge and competence. Teacher educators showed high level of professional commitment, professional leadership and supportive culture whereas less professional practice, professional ethics and professional knowledge and competence. Nevertheless, the prospective teachers were not properly acquiring teacher educator’s professionalism. Findings may be used in teacher education programs to enhance professionalism through organization of continuous professional development practices
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Laband, David N., and Michael J. Piette. "Perceived Conduct and Professional Ethics among College Economics Faculty." American Economist 44, no. 1 (March 2000): 24–33. http://dx.doi.org/10.1177/056943450004400104.
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We present survey results that shed light on the perceived frequency and severity of 61 professional practices. Our findings, based on questionnaires completed by 728 academic economists in the United States, suggest that most of the practices that might be considered ethically suspect also are perceived to occur relatively infrequently. The mean values for the responses to our survey are significantly lower, in absolute terms, than those recorded by Mason et al. (1990), who conducted an almost identical survey in 1987 of marketing academicians. However, in relative terms the perceived severity of these practices is highly consistent between economics faculty and marketing faculty.
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Ushakov, Dmitriy. "Strategies for Young College Teachers' Self-Realization." Bulletin of Kemerovo State University. Series: Political, Sociological and Economic sciences 2020, no. 3 (October 16, 2020): 320–29. http://dx.doi.org/10.21603/2500-3372-2020-5-3-320-329.
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The research into social peculiarities, structure, and mechanisms of young teachers' self-realization is a relevant issue in modern sociological studies. The present paper features professional strategies that self-realization patterns. The research objective was to study strategies for professional self-realization employed by young teaching personnel of colleges. It was based on an authentic hybrid research complex, which included a combination of quantitative and qualitative analysis techniques: methods of included observation, in-depth interviews, expert interviews, and content analysis of regulatory documents. The analysis revealed three types of adaptive strategies for professional self-realization of young teachers: Strategy of Success, Strategy of Remonstrative Self-Realization, and Strategy of Forced Self-Realization. The article emphasizes the connection between social prosperity and the chosen strategy. Adaptive strategies force young teachers to comply with expectations of their social environment, which disagrees with the concept of self-realization. The humanistic non-adaptive strategy based on a free choice of patterns and modes of the teacher's work, which makes it possible to preserve physical and psychological health and save human resources.
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Nurhayati, Dwi Astuti Wahyu. "Investigating Self Professional Development in Teaching English: The Case of English College Teachers’ Role as Models." Dinamika Ilmu 18, no. 1 (June 27, 2018): 91–108. http://dx.doi.org/10.21093/di.v18i1.1034.
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Self Professional Development is one of the key factors in Foreign Language Learning, and therefore strategies in developing English professional college teachers should be seen as an important aspect of improving English lecturers’ role as models. This study was done through a survey to 30 EFL college teachers of PGRI Teacher Training College and State Islamic Institute of Tulungagung, a small town in East Java, Indonesia, in order to underline the basis of making a decision on improving efforts for the sake of creating English Professional Development college teachers who are influential toward the success of English teaching and learning process. The instrument -a questionnaire including three open ended questions-was developed in accordance to reviewing some related research articles about professional developing. This study reveals the fact that to be a professional English college teachers, one should develop ten professional efforts namely perceived professional identity as model; career development needs, theoretical and content knowledge; practical knowledge and professional skills; professional networking; pedagogical content knowledge; perceived benefits of ICT use to students (perceived by the teacher); perceived benefits to the college teachers (self); engaging conducting research.
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Ceyhan, Busra, and Nurettin Sahin. "Teachers’ Sensitivity towards Technology and Environmental Ethics." Education Sciences 8, no. 3 (August 15, 2018): 121. http://dx.doi.org/10.3390/educsci8030121.
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The purpose of the current study was to determine the science and classroom teachers’ ethical sensitivities towards the issues of technology and the environment. Thus, the current study was conducted on 239 science and classroom teachers. The study employed the mixed method, in which qualitative and quantitative methods are used together. The quantitative dimension of the study is comprised of a survey, which was developed by the researchers. The qualitative dimension of the study comprised of three scenarios created by the researchers. Two of these scenarios are related to the environment and the other one is related to biotechnology. As a result of the study, the teachers’ ethical sensitivities towards technology and environmental issues were found to be high. For some items in the questionnaire significant differences in gender-based, branch-based, and professional experience were found. The results obtained from the scenarios revealed that while science teachers adapt more realistic approaches to the events, the classroom teachers make decisions for the future. It would be useful to organize in-service training and ethical awareness training for teachers who are in the beginning of their professional lives.
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Shatanawi, Abed El karim. "Female Student Teachers’ Competencies as perceived by Cooperating Teachers of Al-Zhahirah." Journal of Educational and Psychological Studies [JEPS] 1, no. 1 (January 1, 2007): 119. http://dx.doi.org/10.24200/jeps.vol1iss1pp119-158.
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This study investigated the teaching competencies of female student teachers in lbri College. The researcher administered a questionnaire to 60 female student teachers. By using Cronbach Alpha, reliability of this questionnaire was 0,86. Results indicated that female student teachers suffer from several professional deficiencies related to classroom management, self-learning and teaching methods. Thus, based on the findings of this study, the training programs of female student teachers at lbri College should be restructured to focus on fulfilling the professional needs of these students.
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Bissembayeva, N., S. Nurgaliyeva, and P. Ishanov. "Teacher ethics as a research problem: a narrative review of the scholarly writings." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 48–53. http://dx.doi.org/10.31489/2021ped2/48-53.
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The authors explore a vital problem of our time, i.e., the professional ethics of teachers. Considering the relevance of this problem, the authors of this paper initiated a study devoted to a narrative review of scientific sources of foreign authors from far and near abroad on teaching professional ethics to future teachers, synthesizing points of view on key aspects of this problem. The research was carried out by the method of systematization and generalization of pedagogical experience in the aspect of the issue under study, thus the authors of this work tried to bring experimental facts of scientific views of authors from far and near abroad into the system of observation. According to the results of interviews with graduate students, the majority of respondents have low indicators of knowledge and skills in the field of professional ethics by the end of university, which will have a negative impact on their future professional activities. The results of research will expand scientific knowledge on the problem of forming professional ethics among students-future teachers and complement the main provisions of professional ethics and concepts of moral and professional development of the individual, enriching the theory and methodology of continuing professional education.
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B, Vijayakumar A. "Professional Commitment of First Grade College Teachers in Karnataka." Restaurant Business 118, no. 6 (June 25, 2019): 36–47. http://dx.doi.org/10.26643/rb.v118i6.7236.
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Global education system has tremendous impact on changes in all aspects of development. Nothing is stagnant in this global world and every country is running behind sustainability and progression. In this phenomena, education system is one of the major key indicator to evaluate the country’s development and the education system does not remain static/constant. It is a dynamic process in which many rapid changes emerge from time to time according to the requirement of the country’s progress. Education is the bed rock for a healthy and progressive society, the transmission of knowledge, skills and application of these aspects could be learnt through education system. The variables used in this study are Self appraisal, Salary, awards and rewards, performance appraisal, Department Climate, Infrastructure In Terms Of Library, Psychological Advantage, Professional Development And Higher Studies, Locational disadvantage, Infrastructure.This study has designed to evaluate professional commitment of first grade college teachers, the study covers total 800 respondents (permanent Commerce teachers) from all six regions, 400 respondents (permanent Commerce teachers) from Rural colleges and 400 permanent Commerce teachers from city colleges in Karnataka. Out of the 800 respondents 623 respondents have responded, thus making the response rate as 77.86 per cent. Simple linear regression model is used to analyse the data (SPSS 19.0).
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Kerwin-Boudreau, Susan. "The Master Teacher Program: Professional Development for College Teachers." LEARNing Landscapes 2, no. 2 (February 2, 2009): 225–41. http://dx.doi.org/10.36510/learnland.v2i2.306.
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In this qualitative study I explored six college (CEGEP) teachers’ perspectives on teaching and learning over a two-year period, as they completed the first four courses in a professional development program, the Master Teacher Program (MTP). Repeated, semi-structured interviews were analyzed, using the complementary processes of categorizing and connecting. Results revealed, through four patterns and three major dimensions, a process of evolution from a teacher- to a learner-centered perspective.
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管, 小青. "Professional Ethics: The Effective Internalization Dimension of Higher Vocational College Students’ Professional Values." Vocational Education 10, no. 02 (2021): 61–66. http://dx.doi.org/10.12677/ve.2021.102010.
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Muhammad Zahid Hussain and Khalid Khurshid. "The Attitude of Teachers towards Reflective Practice at College Level: A Mixed-Method Approach." International Journal of Distance Education and E-Learning 5, no. 2 (July 2, 2020): 95–107. http://dx.doi.org/10.36261/ijdeel.v5i2.1045.
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The purpose of this paper was to assess college teachers’ attitudes towards reflective practice and knowing their beliefs about promoting reflective practice to improve institutional and professional growth. The study was mixed-method in nature. The population was comprised of 203 college teachers and a sample of 132 teachers was randomly selected by using a sample selection table. An adapted Reflective Attitude Questionnaire (RAQ) constructed by Young (1989) consisting of 15 Likert items was used to assess the attitude of the college teachers. Semi structure interviews were also taken from the 10 college teachers to know their beliefs about how reflective practice could be promoted for teachers’ professional growth and institutional development. The RAQ had an alpha reliability of .90 which meant the instrument was reliable. Content validity was observed to verify the interview statements suggested by experts. Findings disclosed that teachers considered reflective practice useful for their teaching performance and professional growth. However, college principals did not facilitate reflection among teachers that impeded teachers' professional development as well as institutional growth.
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Lv, Xin Xin. "Fuzzy Comprehensive Evaluation Method on College Music Teachers' Professional Quality." Applied Mechanics and Materials 543-547 (March 2014): 4346–49. http://dx.doi.org/10.4028/www.scientific.net/amm.543-547.4346.
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Music education is an important part of quality education, evaluation on music teachers professional quality effectively is both an important part of school work and an important condition for the growth and development of music teachers. This paper uses fuzzy comprehensive evaluation method to carry on research due to the difficult problems in teachers quality evaluation. We should focus on the evaluation ways after built an evaluation indication system and weight. The evaluation ways create a mathematical model of fuzzy comprehensive evaluation according to the solving steps of problem domain and then evaluate four music teachers professional quality in accordance with solving steps. Content of this study is important for the improvement of music teachers quality, the establishment of high-quality music teachers and the development of music education and other aspects.