Relevant bibliographies by topics / Teachers – Professional ethics

Contents

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

Academic literature on the topic 'Teachers – Professional ethics'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Teachers – Professional ethics"

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Karataş, Süleyman, Mustafa Caner, R. Burak Kahyaoğlu, and Sertaç Kâhya. "Perceptions of Pre-Service Teachers on Ethical Teacher and Professional Ethics Course." Journal of Qualitative Research in Education 7, no. 1 (January 31, 2019): 1–21. http://dx.doi.org/10.14689/issn.2148-2624.1.7c1s.2m.

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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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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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Tlali, Tebello Violet. "Pre-Service Teachers’ Perceptions of the Relevance of Teacher Professional Ethics in Contemporary Lesotho." African Journal of Teacher Education 10, no. 2 (December 11, 2021): 78–96. http://dx.doi.org/10.21083/ajote.v10i2.6669.

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Previous research suggests that new teachers have more negative ethical perceptions than their senior counterparts. However, there is limited research on teachers’ perceptions regarding the relevance of professional ethics in the contemporary world. Hence this study sought to explore the extent to which pre-service teachers in Lesotho consider professional ethics to be relevant. A qualitative approach was adopted and Kohlberg’s (1987) moral development theory was used as the theoretical framework for the study. Data were generated with the use of both semi-structured and focus-group interviews. Forty-six (n 46) final-year Bachelor of Education (BEd) students were purposively selected to take part in this study. Sixteen (16) were interviewed individually, while 30 were interviewed in three focus-groups of ten participants each. The findings are that the participating pre-service teachers had mixed feelings about the relevance of professional ethics of teachers. Some emphasised the importance of a teachers’ code of ethics while others indicated that some of the regulations were outdated. The position taken in this paper is that teacher professional ethics are timeless. These are meant to protect the interests of different stakeholders in education as well as the image of the teaching profession.
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Osias, Ninfa, and Rosenel Ladica. "Work Ethics on Teachers’ Behavior, Attitude and Performance: Basis for Professional Development Plan." American Journal of Arts and Human Science 3, no. 3 (July 2, 2024): 41–70. http://dx.doi.org/10.54536/ajahs.v3i3.3046.

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The work ethics of teachers significantly impact students, schools, and the broader community. This study examines the relationship between teachers’ work ethics and their professional lives, focusing on behavior, attitude, and performance. Conducted in seven mega schools in Misamis Oriental for the 2023-2024 school year, it aimed to describe the respondents’ profiles, identify their work ethics, and evaluate these in terms of attitude, behavior, and performance using the Individual Performance Commitment and Review Form (IPCRF). The study employed a descriptive-correlational research method with 300 respondents using adapted, modified, and researcher-made questionnaires. Data analysis used inferential statistics to explore the relationship between teachers’ work ethics and their professional attributes. Findings indicate that teachers with strong work ethics display more positive behavior and attitudes towards their profession, colleagues, and students. A significant relationship was found between work ethics—such as responsibility to the profession, professional competence, responsibility to students, school community, and ethical use of technology—and teachers’ behavior and attitude. The study concludes that work ethics influence teachers’ professional development, classroom management, and ethical behavior. It suggests that teachers should adopt a professional development plan that emphasizes work ethics to enhance their professional growth.
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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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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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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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Kosanpipat, Sirimas. "Developing Professional Ethics for Teachers by Using Community Processes of Professional Learning Through Information Technology Systems for Students Practicing Professional Teaching Experience in Bachelor of Education Program in Early Childhood Education at Chiang Mai Rajabhat University, the Office of the Private Education Commission." Rajabhat Chiang Mai Research Journal 24, no. 3 (September 10, 2023): 164–75. http://dx.doi.org/10.57260/rcmrj.2023.266145.

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The objectives of this research were: 1) to investigate the current conditions and problems related to a teacher’s professional code of ethics of teachers; 2) to analyze factors supporting the success in developing a teacher’s professional code of ethics; 3) to develop professional learning community processes in developing teacher’s professional code of ethics through information technology systems for pre-service teachers; and 4) to propose guidelines for developing a teacher professional code of ethics by using professional learning community processes through information technology systems for pre-service teachers in the early childhood education program at Chiang Mai Rajabhat University, the Office of the Private Education Commission. The instruments used in this research were an in-depth interview form, a meeting record form, and an evaluation form. Data were analyzed by content analysis, classifying them into issues, mean and standard deviation, and summarizing into categories. Results of the research found as follows: 1) Results of investigating the current conditions and problems related to a teacher’s professional code of ethics consisted of five aspects. 2) Results of analyzing factors supporting the success in developing teacher professional ethics consisted of six aspects. 3) Results of developing professional learning community processes in developing teacher professional code of ethics through information technology systems of pre-service teachers in the early childhood education program at Chiang Mai Rajabhat University, the Office of the Private Education Commission consisted of nine components. The benefit and feasibility were at the highest level. 4) Results of proposing the guidelines for developing the professional code of ethics by using professional learning community through information technology systems of pre-service teachers in the early childhood education program at Chiang Mai Rajabhat University, the Office of the Private Education Commission consisted of nine items.
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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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Dissertations / Theses on the topic "Teachers – Professional 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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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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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.
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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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Hogan, Sharon. "Being ethical : how process drama assists pre-service drama teachers to reflect on professional ethics." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/26436/1/Sharon_Hogan_Thesis.pdf.

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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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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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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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Books on the topic "Teachers – Professional ethics"

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Jeganathan, W. S. Milton. Professional ethics among teachers. Delhi: ISPCK, 1999.

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Ontario Teachers' Federation. Relations and Discipline Committee. Professional conduct and the professional teacher. [Toronto]: Ontario Teachers' Federation, 1986.

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Lehtovaara, Jorma, and Jean-Luc Patry. European perspectives on teacher ethics. [Tampere]: Tampereen yliopisto, 1999.

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Calvin, Mackenzie G., ed. Now what? confronting and resolving ethical questions: A handbook for teachers. Thousand Oaks, Calif: Corwin Press, 2010.

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Gamm, Hans-Jochen. Pädagogische Ethik: Versuche zur Analyse der erzieherischen Verhältnisse. Weinheim: Deutscher Studien Verlag, 1988.

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Patricia, Keith-Spiegel, American Psychological Association. Division on the Teaching of Psychology., and Ball State University. Office of Teaching Resources in Psychology., eds. The ethics of teaching: A casebook. Muncie, Ind: Dept. of Psychological Science, Office of Teaching Resources in Psychology, Ball State University, 1993.

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enseignant, Québec (Province) Comité d'orientation de la formation du personnel. Pour une éthique partagée dans la profession enseignante: Avis au ministre de l'Éducation. [Québec]: Comité d'orientation de la formation du personnel enseignant, 2004.

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Gábor, István. Pedagógusmagatartás, pedagógusetika a gyakorlatban. Budapest: Oktatáskutató Intézet, 1988.

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Zrinszky, László. Pedagógusetika a változó világban. Budapest: Oktatákutató Intézet, 1988.

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Liu, Jinghua. Jiao shi zou xiang cheng gong de 22 tiao "jun gui". Changchun: Jilin ta xue chu ban she, 2006.

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Book chapters on the topic "Teachers – Professional ethics"

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Zhang, Yulong. "On Professional Ethics Cultivation of Teachers." In Proceedings of the 2022 7th International Conference on Modern Management and Education Technology (MMET 2022), 560–66. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-51-0_77.

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

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

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

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AbstractThis chapter is a description of collaborative action research on teacher competence in the context of inclusive education and universal design for learning (UDL). Our goal was to analyse what kinds of professional competencies teachers need when they are implementing UDL in heterogeneous classes. The action research was carried out as a case study together with two co-teachers and a class teacher, who implemented UDL in their heterogeneous classes. As a theoretical framework for teacher competence, we used the multidimensional adapted process (MAP) model of teaching, developed by Finnish researchers and teacher educators. We identified several teacher skills that are needed when the UDL approach is applied. According to our results, the most overarching necessary competence was the teachers’ cognitive skills. Applying UDL required the ability to flexibly transform one’s own teaching and learning situations. Furthermore, the teachers’ social skills appeared as an important attribute as their pupils were highly heterogeneous with diverse needs, and the teachers needed to collaborate with many other professionals and parents. Also, each teacher’s personal orientation, such as values, beliefs and ethics, played a crucial role in UDL while the teachers shared a common set of values, striving towards inclusive education.
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Tirri, Kirsi, and Elina Kuusisto. "Inclusive Education from the Perspective of Teachers' Professional Ethics." In Religion and Worldviews in Education, 182–93. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003265696-16.

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

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

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

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Tirri, Kirsi. "Teacher Values Underlying Professional Ethics." In International Research Handbook on Values Education and Student Wellbeing, 153–61. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8675-4_9.

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Wieser, Clemens. "Teacher qualities that make teachers stay in the profession." In Teacher Ethics and Teaching Quality in Scandinavian Schools, 51–65. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003407775-5.

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Conference papers on the topic "Teachers – Professional ethics"

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

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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the Teaching Council Code of Professional Conduct for Teachers (Code) (2012) and explorations of selected ethical ‘case studies’ in teaching, using collaborative learning (CL) and role play strategies. The ‘ethical dilemma’ approach employed mirrored literature studies (Colenerud, 1997; Husu & Tiri, 2003; Klassen, 2002). Unique to the approach, however, was the method of application of selected classical and contemporary ethical philosophies to moral dilemmas in teaching. The programme was designed to include a one-hour introductory lecture on professionalism and ethics (from the perspectives of moral literacy and ethical theory) followed by a two-hour applied workshop. The workshop employed student-centred, active teaching and learning methods, specifically, collaborative learning, role play and case study analysis. Six ethical philosophical principles (or ‘lenses’) were integrated into programme delivery - teleology, deontology, virtue ethics, justice ethics, care ethics and relationality ethics. These lenses were applied to real-world teaching case studies. One cohort to which this training programme is offered annually is the student teachers on the Professional Master of Education (PME) programme in NUIG. The PME cohort (2015-2016) is the focus of the present study. The study sought a critical reflection on, and evaluation of, this training programme, from a student perspective. This study is phase one of a larger on-going study.
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ГРАДИНАРЬ, Оксана, and Мариана ПЭДУРЯК. "Теоретические рекомендации по организации и работе комиссии по этике на уровне учреждения профессионально-технического образования." In Educația în contextul provocărilor societale: paradigme, inovații, transfer tehnologic. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.17-11-2023.p201-207.

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The article is devoted to professional ethics, which is observed by the teaching staff of a vocational educational institution. Are listed the documents that define an effective ethical policy in the educational process. It has been established that the Ethics Commission monitors the observance of the Code of Professional Ethics of Teachers in the Vocational Education Institution. Is proposed a tentative plan for the activities of the ethics committee for the current year.
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Liu, Yibo, and Fei Xu. "Research on Strengthening the Professional Ethics of College Teachers." In Proceedings of the 2018 International Workshop on Education Reform and Social Sciences (ERSS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/erss-18.2019.22.

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Tan, Cheng, Ramir Austria, and Thelma Palaoag. "Improving University Teachers’ Professional Ethics in Teaching Practice in China." In – The Asian Conference on Education & International Development 202. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2189-101x.2020.26.

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Astuti, Pudji, Emmilia Rusdiana, and Gelar Ahmad. "Violent Behavior of Teacher and Comprehension of The Professional Code of Ethics for Teachers." In Proceedings of the International Conference on Social Science 2019 (ICSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icss-19.2019.156.

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

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

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Zhang, Lina, Dongqing Bai, and Ailing Yu. "Investigation and Research on the Professional Ethics of Kindergarten Teachers in Shenyang." In Proceedings of the 2018 3rd International Conference on Education, E-learning and Management Technology (EEMT 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceemt-18.2018.17.

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

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Zhao, Zhenpeng. "Research on Professional Ethics of Young Teachers in Private Universities of China." In 2016 2nd International Conference on Economy, Management, Law and Education (EMLE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emle-16.2017.125.

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Reports on the topic "Teachers – Professional ethics"

1

Klochko, Oksana V., Vasyl M. Fedorets, Aleksandr D. Uchitel, and Vitaliy V. Hnatyuk. Methodological aspects of using augmented reality for improvement of the health preserving competence of a Physical Education teacher. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4405.

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The article deals with the results of the research aimed at the improvement of methodology of use of augmented reality for the development of health preserving competence of a Physical Education teacher under conditions of post-graduate education. From the point of Umwelt phenomenology, augmented reality is characterized by correspondence to nature, its cognitive, metaphoric, diverse, interactive, anthropomorphic nature. The article analyzes the vectors of using augmented reality in the professional activity of a Physical Education teacher, particularly the one that is aimed at health preservation. The software that may be used with this purpose has been described. The attitude of Physical Education teachers to the use of the augmented reality for preserving their students’ health and development of their motion skills, intellect and creativity was determined in the research. The results of the survey show that the majority of teachers positively react to the idea of using augmented reality in their professional activity. However, in some cases, not a fully formed understanding of this issue was observed. The ways of solving the stated problem could be the inclusion of augmented technologies’ techniques into the process of post-graduate education, taking into consideration the anthropological, ethical, cultural contexts as well as teacher involvement in the stated process.
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Petrenko, Larisa M., Iryna P. Varava, and Andrey V. Pikilnyak. Motivation readiness of future software engineer's professional self-improvement and prospects of its formation in college cloud environment. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3893.

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Innovative technologies have an impact on the countries socio- economic development, the structure of labor market and educational services transformation. Rapid IT industry development constantly requires qualified programmers capable of professional self-improvement throughout life, the driving force of which is the individual motivation which activates the individual self-development process, optimizes thinking and develops special professional qualities, moral and ethical values. The main article purpose is to analyze the state of the form of motivational readiness for future programmer’s professional self-improvement, to identify problems of its formation in colleges and to determine the ways of its increase as one of the main factors of quality improvement. To achieve it, a complex of theoretical and empirical methods was used, with help of which a number of problems were revealed which slow down the process of improving the quality of future programmers professional training. To eliminate them, a system of phased motivation for future specialists professional self-improvement has been developed on the basis of general secondary education, which can be integrated into the teaching of both general education and professionally-oriented disciplines; ways of improving the quality of the educational process through the creation of a cloud of oriented environment, the introduction of innovative teaching technologies, special training of teachers in the system of professional development.
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