To see the other types of publications on this topic, follow the link: Teachers – Professional ethics.
Dissertations / Theses on the topic 'Teachers – Professional ethics'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Teachers – Professional ethics.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Webb, Betsy M. "Clashing Codes: How Unwritten Codes Collide with Professional and Personal Codes in Educational Settings." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/WebbB2008.pdf.
Full text
2
Ng, Chi-hung, and 吳志雄. "Teachers' perceptions of professional ethics in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957365.
Full text
3
Fassett, William E. "Doing right by students : professional ethics for professors /." Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/7641.
Full text
4
Cañizales, Vargas Rafael Antonio. "The moral profession a study of moral development and professional ethics of faculty /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036161.
Full text
5
McDonald, Kimberly S. "A study of the attitudes of adult education practitioners about codes of ethics." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/762984.
Full textAbstract:
The purpose of this study was to investigate adult educators' attitudes regarding the need for a code of ethics to guide their practice. Through the use of survey methodology, three major groups of adult education practitioners in Indiana responded to various questions about ethical dilemmas they had encountered, their personal experiences with codes of ethics, and their perceptions of the need for a code, as well as their ideas regarding the creation and implementation of a code of ethics for adult education.This study produced eight major findings regarding ethics and codes of ethics for adult educators:1). The majority of Indiana adult basic educators, American Society for Training and Development members within Indiana, and the Indiana Council for Continuing Education believe there should be a code of ethics for them as adult educators.2). The majority of practitioners do not cite situations encountered that have created ethical dilemmas for them.3). The two most frequently cited ethical dilemmas involve confidentiality concerns and ownership of instructional materials.4). The overwhelming majority of Indiana adult basic educators, American Society for Training and Development members in the state of Indiana and the Indiana Council on continuing Education members have had limited experience with codes of ethics.5). Even though there appears to be a lack of experience withcodes, the majority of practitioners feel positive about the functions of codes of ethics.6). Learner-centered issues are most frequently cited as issues a code for adult education should address.7). Across the total study population, the professional association is the favored organization to create and disseminate a code of ethics.8). It is not clear to adult educators whether a code of ethics should have a regulating function.Results of this study indicate that organizations associated with adult education should seriously consider codes of ethics. However, the results do not overwhelmingly indicate a code should be adopted. Many practitioners (28%) were not sure about the need for a code, largely because of problems associated with implementation and enforcement of a code. More emphasis on providing practitioners with training and education regarding ethics and more research conducted on ethics in adult education are suggested.Department of Educational Leadership
6
Yung, Pik-ching, and 翁碧菁. "The establishment of a General Teaching Council in Hong Kong: a policy analysis." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956233.
Full text
7
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.
Full textAbstract:
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.
8
Hogan, Sharon. "Being ethical : how process drama assists pre-service drama teachers to reflect on professional ethics." Queensland University of Technology, 2008. http://eprints.qut.edu.au/26436/.
Full textAbstract:
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.
9
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.
Full text
10
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.
Full textAbstract:
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.
11
Gesilva, Erlinda P. Kennedy Larry DeWitt McCarthy John R. "The professionalism among elementary and secondary school teachers at Saint Paul De Chartres schools in Bangkok, Thailand policy implications for institutional development /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521332.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 1994.Title from title page screen, viewed April 6, 2006. Dissertation Committee: Larry Kennedy, John McCarthy (co-chairs), William Tolone, George Padavil. Includes bibliographical references (leaves 243-254) and abstract. Also available in print.
12
Mathenda, M. B. "Implementing the code of professional ethics for high school educators in the Seshego Circuit of Limpopo Province." Thesis, University of Limpopo, 2010. http://hdl.handle.net/10386/2545.
Full text
13
Delgado, Richard. "Teachers, unions and professionalism: Views from within the Department of Defense Dependents schools." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185773.
Full textAbstract:
The setting for this study was the far-flung Department of Defense Dependents Schools (DoDDS) system, comprising some 260 K-12 schools with 140,000 students and 9,000 teachers in 19 foreign countries. The underlying purposes and need for the study hinged on the fact that teacher unionism and teacher professionalism/professionalization of teaching have not been scrutinized to any significant degree in DoDDS. However, these two strands of research must interact ultimately because, if reform is to occur in DoDDS, it will be reform of a unionized system with its own history of collective bargaining that must impact the direction and consequences of reform efforts. The setting, therefore, presented a prime research opportunity. A review of the literature summarized discourse dealing with the dual issues of (1) teacher unionism, its origins, objectives, impact and trends, and (2) teacher professionalism/professionalization of teaching. Q methodology, based on the "science of subjectivity," was the method used to obtain teachers' views regarding the research questions. Q required respondents to sort a set of cards with statements that mirrored a subjected to computer statistical analysis, including correlation and factor analysis. The three factors that emerged were "prototypes" of the respondents' views and became the basis for interpretation of their views. One appeared open to many of the reforms in which unions play a key role; a second that seemed focused on the status quo as guaranteed by the grievance procedure, with possible support for selective changes; and a third that indicated satisfaction with its site-specific situation, while largely oblivious to the push for reform. The three factors generally supported change with teacher unions playing a major role in that change; strongly supported an overhaul of teacher evaluation systems, albeit without suggesting specific alternatives; and strongly disfavored merit pay proposals as part of differentiated staffing options. Several recommendations are suggested for management and unions to pursue within the DoDDS system if current reform objectives are to be implemented in the DoD school system. These include (1) pursuit of the unionism-reform nexus, based on the factors' general openness to union-led or supported reform; (2) movement toward school-site participatory initiatives, as first steps are made in this direction; and (3) seeking alternatives to supplant or supplement current evaluation practices. In summary, attitudes and conditions within the DoDDS appear conducive for implementation or adaptation of current reform proposals that seek to promote teacher professsionalism and professionalization of teaching. Further research might also fruitfully focus on ascertaining teacher receptivity toward more specific and concrete reform initiatives in the DoD school system.
14
Wong, Lai Ngok. "Effects of educational decentralization policy on teacher professionalism : a case study in Guangdong Province, China." Thesis, The University of Sydney, 2002. https://hdl.handle.net/2123/28011.
Full textAbstract:
This research presents a study of teacher professionalism in the context of China's recent educational decentralization reforms. Decentralization reforms in education are a combination of the imposition of state control and market principles. These influences have the potential to impact on schools' developmental plans and teachers' professional development in a number of ways. This study investigated the impact of these reforms on the areas of school autonomy and teachers' professional development in Guangdong Province. Two key research questions were ( 1) whether decentralization policy enhanced teacher professionalism or not, and (2) whether there were any different reactions between government and private school teachers to the reform.
A qualitative study was conducted using semi-structured and informal interviews with 81 participants in seven schools, mainly school principals, head teachers and teachers. School documents and official documents were included in the data collection and analysis. Decentralized educational systems in China and the West were compared in the literature review and China's unique cultural characteristics were taken into account in framing the research topic.
The analysis is presented in two parts. The first part is on a 'macro' unit of analysis to reveal changes that have occurred in schools, namely an expansion of school autonomy and a shift in legitimate authority to different educational participants. The second part of the analysis uses a 'micro' unit of analysis to explore how teachers perceive their current status and to assess any changes in their daily practice. Aspects examined include teachers' professional identity, professional concerns, professional practices and professional growth within the reform context. AJthough state control is still strong, current decentralization reforms in China's educational system have impacted on teacher professionalism in indirect and varied ways. This study revealed that teachers' professionalism in China is moving towards 'latent professionalism' which is particularly manifest in the private school system as market principles become increasingly important to the formation of teachers' daily practices. However, teachers perceive that ongoing learning can remedy the problem of teachers' deskilling within the reform context, from how they see themselves now ('silent workers' and 'factory workers') to 'transformative intellectuals', working towards professional growth.
15
Hu, Shaowei, and 胡少偉. "Professionalization of teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959143.
Full text
16
Bengtsson, Pierre. "Läraren och den privata sfären - en studie av gränsen mellan lärarens yrkesroll och den egna privata sfären." Thesis, Linköpings universitet, Centrum för tillämpad etik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-69762.
Full textAbstract:
Var går egentligen gränsen mellan lärarens yrkesroll och dennes egna privata sfär? Utifrån min erfarenhet i början av mitt arbete som lärare att det var svårt att sätta en gräns för när arbetsveckan var slut och dessutom svårt att avsluta den med en känsla av att vara nöjd väcktes intresset för att utforska den gränsen. I uppsatsen har jag därför tittat närmare på hur stödet för en sådan avgränsning ser ut i de politiska styrdokumenten, arbetstidsavtalen och lärarens yrkesetik. Jag har också försökt ge en bild av hur konsekvenserna för läraren och dennes privata sfär ser ut under de förhållanden som råder idag. Resultatet visar att dessa gränsdragningar är vaga och att lärare idag har svårigheter att upprätthålla sin privata sfär och tillgodogöra sig de värden och funktioner som den rymmer. Frågan visar sig också vara nära relaterad till frågan om yrkets avgränsningar i stort - vad som ska rymmas inom läraruppdraget, i synnerhet i förhållande till utformningen av arbetstidens ramar.From my experience in the beginning of my working as a teacher it was difficult to draw a line for when the working week was over, and even more difficult to end it with a feeling of complacency, which made me interested in exploring this frontier: Where is the border between the teacher's professional role and his own private sphere? In this essay I have therefore looked at how the border between the teacher's professional role and his own private sphere is defined in the political policy documents, working agreements and the teacher's explicit professional ethics. I have also tried to give an idea of the consequences for the teacher and his or her private sphere under the conditions that prevail today. The study shows that these borders are vaguely defined, and that teachers today struggle to maintain their private sphere, and thus to take advantage of the values and functions that it contains. The question also turns out to be closely related to the issue of delimitation of the profession at large – about what should be accommodated within the teaching assignment, in particular in relation to the design of the working frame.
17
Estola, E. (Eila). "In the language of the mother — re-storying the relational moral in teachers' stories." Doctoral thesis, University of Oulu, 2003. http://urn.fi/urn:isbn:9514269713.
Full textAbstract:
Abstract This is an overview of five substudies, which are based on autobiographical stories of teachers working in early childhood education and general education. By the concept of 'relational moral', I refer to human relationships between teachers and children or adolescents. I approached the main question 'How is the storied relational moral of teachers constructed in a re-storying process?' through two subquestions: 1. What is relational moral like as a moral horizon in teachers' narrative identity? and 2. What is relational moral like as a storied educational practice? Teachers' relational moral was considered to find its expression in the language of the mother. This view has its roots in feminist research, which has pointed out that identities are gendered, and that the historical and cultural roots of relational moral in the Western culture lie in the practices of mothers. This view also emphasizes that gender constitutes an important distinction in language use. Since the voices of women do not have the same power as the voices of men, the voices of relational moral are not heard. Basing on the applications of the narrative-biographical approach I analysed the stories as representative of the language of practice, i.e. as moral, multivoiced and dialogical. In the process of re-storying, I interpreted the moral words denoting vocation, hope, love, change and body as Other-oriented concepts implying the need to listen to children and a future orientation. Teachers construct their narrative embodied identities under the cross-pressure of different and contradictory voices. The loudest contradictory voices come from the administration, social and educational policies, and the media. The relational moral was storied as an embodied practice, as physical work in which many silent voices become audible through touching, gentleness and closeness. The concept of body position was developed as a tool to understand the concrete working bodies that carry moral meanings. Teachers' stories involve many body positions, of which the positions of relational moral are not always officially appreciatedTiivistelmä Tutkimus pohjautuu viiteen osatutkimukseen, joissa on analysoitu lastentarhanopettajien ja yleissivistävän koulutuksen opettajien omaelämäkerrallisia kertomuksia. Ihmissuhteisiin perustuvan moraalin käsitteellä viittaan suhteisiin opettajien ja lasten / nuorten välillä. Tutkimuskysymystäni, millaiseksi opettajien ihmissuhteisiin perustuva moraali rakentuu uudelleenkerrottuna, tarkastelin kahden alakysymyksen kautta. Ensin kuvasin, millaiseksi moraaliseksi horisontiksi rakentuu ihmissuhteisiin perustuva moraali opettajien narratiivisessa identiteetissä. Toiseksi tarkastelin sitä, millaiseksi ihmissuhteisiin perustuva moraali rakentuu kerrotuissa kasvatuskäytännöissä. Osatutkimusten pohjalta muotoutui uudelleen kertomista ohjaavaksi lähtökohdaksi opettajien ihmissuhteisiin perustuva moraali eräänlaisena äidin kielenä. Feministinen tutkimus on osoittanut, että identiteetit ovat sukupuolittuneita, ja että ihmissuhteisiin perustuvan moraalin historialliset ja kulttuuriset juuret nousevat länsimaissa äitiyden käytännöistä. Myös kieli on sukupuolittunutta. Tätä tutkimusta on innoittanut pyrkimys kuunnella äidin kielen hiljaisia ääniä, jotka jäävät helposti miehisen isän kielen korkeamman yhteiskunnallisen statuksen alle ja kuulumattomiin. Osatutkimuksissa sovellettiin narratiivis-biografista lähestymistapaa. Kertomukset valittiin laajemmasta aineistosta harkinnanvaraisesti ja niitä tarkasteltiin käytännön kielenä, moraalisina, moniäänisinä ja dialogisina. Analyyseissä pyrittiin kertomusten empaattiseen ja responsiiviseen lukemiseen, ja niissä käytettiin erilaisia temaattisia ja narratiivisia menetelmiä. Osatutkimusten uudelleenkerronnassa tulkitsin opettajien narratiivista identiteettiä kutsumuksen, rakkauden, toivon, muutoksen ja ruumiillisuuden käsitteiden avulla. Moraalisessa horisontissa ne ilmenevät Toiseen suuntautumisena, jolloin korostuu lasten kuuleminen ja tulevaisuuteen kurottautuminen. Opettajat kertovat identiteettinsä ruumiillisuutensa kautta: erilaiset moraaliset kielet luovat erilaisia odotuksia ja rajoituksia opettajan toiminnalle. Ristiriitojen keskellä muotoutuva moraalinen horisontti rakentuu ristiriitaiseksi ja epäyhtenäiseksi. Opettaja joutuu valitsemaan, millaisia moraalisia ääniä hän voi ja haluaa kuunnella ja millaista moraalista kieltä käyttää. Kuuluvimmat äänet, jotka kertomuksissa uhkasivat ihmissuhteisiin perustuvaa moraalia tulivat hallinnosta, sosiaali- ja koulutuspolitiikasta ja mediasta. Ihmissuhteisiin perustuva moraali konkretisoituu kertomuksissa ruumiillisena työnä, jossa monet hiljaiset äänet, kuten koskettaminen, hellyys ja läheisyys tulevat kuultaviksi. Ruumiinasennon käsitteen avulla kuvasin opettajien ruumiillisuuden moniäänisyyttä ja sitä, miten Toiseen suuntautuvia, ihmissuhteisiin perustuvan moraalin ruumiinasentoja voidaan helposti pitää ei-suotavina tai vähäarvoisina
18
Chan, Kam-wing, and 陳錦榮. "A study on the student teachers' perceptions of the attributes of a good primary school teacher." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3195845X.
Full text
19
Cheung, Fung, and 張豐. "Ethical decision making of discipline teachers in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960777.
Full text
20
Wong, Wai-hung, and 黃偉雄. "Ethical decision-making in individual counselling among secondary school guidance teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960558.
Full text
21
Eastman, Earl M. "Perceptions of graduates of four doctoral programs in adult education concerning ethical decision making." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117125.
Full textAbstract:
The professional literature contains little or no documentation of university curriculum in adult education that deals with ethical practice. Nor is there evidence indicating what graduate students learn about ethics in their professional studies.Purposes of this study were to identify: (a) the extent to which university graduates, at the doctoral level, in adult education were aware of ethical dilemmas in their practice; (b) how practitioners determined ethical behavior; (c) the influence of graduate studies on determining ethical situations; (d) self perceptions of preparedness to face ethical dilemmas; and (e) the extent to which adult educators rely on codes of ethics.The study sought to answer the following questions: (a) Are adult education practitioners aware of ethical dilemmas in their practice? (b) How often do they encounter ethical dilemmas in their practice? (c) Do they have a way to determine ethical behavior in their practice? (d) How do they describe the impact of their graduate work on their ability to make ethical decisions? (e) How do they perceive their preparedness to face ethical dilemmas? (f) Do they consider codes of ethics when making decisions?Findings include: (a) over 90% of the respondents indicated they are aware of ethical dilemmas/situations in their work; (b) while all respondents indicated that they faced ethical dilemmas in areas such as program planning, marketing of programs, evaluation of programs, and in the teaching of adults approximately two thirds said they encountered them infrequently; (c) virtually all respondents indicated they had determined what ethical behavior was in their practice and cited personal values and religious beliefs as the two primary sources of information; (d) 83.3% of participants described graduate work as a significant factor in their ability to make ethical decisions; (e) s significant majority (89.0%) of participants indicated they were very well or well prepared to face ethical dilemmas; and (f) less than half indicated they used a code of ethics in their decision making process.Conclusions from the study include: (a) ethical dilemmas are perceived to be pervasive in the practice of adult education, (b) a person's own value system and religious beliefs were the most influential on impacting the way participants approached ethical dilemmas, (c) although professional knowledge obtained in graduate school was deemed influential, it was not deemed more important than one's personal values and beliefs.Recommendations include: (a) further study is needed to probe the specific elements raised on evaluation of students as an area of ethical concern, (b) further study could reveal why practitioners differ with regard to the frequency of encountering dilemmas, (c) if a deeper understanding of the value of graduate school is to be achieved more study is necessary, (d) a clearer understanding of the value of codes of ethics is needed.Department of Educational Leadership
22
Lethoko, Mankolo Xaverine. "Teacher professionalism and motivation in a culture of teaching and learning." Thesis, Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-05062008-091259/.
Full text
23
García, Londoño Diana Carolina. "Concepciones y prácticas en formación ética de los formadores de maestros de la escuela normal superior de Manizales (Colombia)." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/454725.
Full textAbstract:
El propósito de esta tesis doctoral es comprender las concepciones y prácticas en formación ética de los formadores de maestros de la Escuela Normal Superior de Manizales (Colombia). La investigación indaga en las trayectorias familiares, formativas y laborales de los participantes; identifica las concepciones sobre formación ética; describe las prácticas de enseñanza y analiza cómo se reflejan las concepciones en las prácticas de los formadores. Es un estudio cualitativo, etnográfico, de tipo descriptivo-interpretativo enfocado en las prácticas de aula. Los participantes son diez formadores de maestros. Las técnicas de recolección de información usadas son la observación, la entrevista, las conversaciones informales, el análisis documental y el diario de campo. El análisis de la información se desarrolla por vía deductiva e inductiva y emplea técnicas analíticas de codificación abierta y axial y su correspondiente categorización. El trabajo de campo se desarrolló entre los meses de enero a junio de 2015 con una intensidad de cinco días por semana durante la jornada escolar. Se llevaron a cabo 45 observaciones de prácticas enseñanza (53 horas) y 9 entrevistas en profundidad con una duración de una hora en promedio. Los resultados de la investigación muestran que la familia, la religión y la educación básica obligatoria de los formadores tiene un fuerte impacto en lo que piensan sobre aspectos éticos. Por el contrario, la educación superior y sus formación como docentes no ha tenido influencia en su conocimiento ético. Los formadores relacionan el concepto de ética y formación ética con inculcación de valores, normas y transmisión de comportamientos deseables. Los procesos de formación ética con asumidos como algo implícito que se desarrolla a través del ejemplo. No se evidencian procesos de formación ética en el programa de formación de maestros porque las prácticas institucionales y de aula se corresponden con una perspectiva técnica, tradicional y conservadora, lo cual entra en conflicto con el pensamiento reflexivo, crítico, autónomo y responsable propios de la ética.The purpose of this doctoral thesis is to understand the conceptions and practices in ethical formation of teacher educators of the Escuela Normal Superior de Manizales (Colombia). The research investigates in the familiar, formative and labor trajectories of the participants; identifies conceptions of ethical formation; describes teaching practices and discusses how conceptions are reflected in the practices of teacher educators. It is a qualitative, ethnographic, descriptive-interpretive study focused on classroom practices. The participants are ten teacher educators. The data gathering techniques used are observation, interview, informal conversations, documentary analysis and the field diary. The analysis of the information is developed by deductive and inductive way and uses analytical techniques of open and axial codification and its corresponding categorization. Fieldwork was carried out between January and June 2015 with an intensity of five days per week. 45 teaching practices (53 hours) and 9 in-depth interviews were carried out with an average duration of one hour. Research results show that family, religion, and compulsory basic education of teacher educators have a strong impact on what they think about ethical issues. On the contrary, higher education and its training as teacher educators has had no influence on its ethical knowledge. The participants relate the concept of ethics and ethical formation with inculcation of values, norms and transmission of desirable behaviors. The processes of ethical formation in teacher education are assumed as something implicit that is developed through example. There is no evidence of ethical training processes in the teacher education program because institutional and classroom practices correspond to a technical, traditional and conservative perspective, which conflicts with the reflexive, critical, autonomous and responsible thinking inherent in the ethics.
24
Kovach, John C. "Teacher motivation in a South African school." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003675.
Full textAbstract:
This study explores and attempts to shed light on what motivates teachers and how teacher motivation is affected by a principal's leadership style. The worldviews of pragmatism and critical realism were used as the basis for exploring teacher motivation in a South African school. A primary school in the Eastern Cape of South Africa was chosen for the case study. Three data gathering tools, a leadership questionnaire, teacher survey, and interviews were used to generate data on teacher motivation and the interaction between leadership style and teacher motivation. In regards to teachers, religion, social justice, and self-efficacy were all identified as motivators. The principal was strongly charismatic in her leadership and along with transformational and social justice leadership played a major role in influencing teacher behaviors. Self-determination theory was identified as helping to explain different levels of intrinsic and extrinsic motivation and thereby to better understand varying degrees of teacher motivation. There are many difficulties in South African education and around the world in general and this study is premised on the belief that if teacher motivation can be studied and advanced there will be an improvement in education and learning. This thesis was limited in its scope and ability to fully explore the different levels of ontology as outlined by the critical realist and this is identified as a possible future course of action for not only studying teacher motivation but getting to the 'heart of the matter'.
25
Renehan, Cynthia Lee. "Teacher Leaders: Demonstrating the Ethic of the Profession." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/32008.
Full textAbstract:
Educational AdministrationEd.D.
This case study investigated the ethic of the profession, one of the four ethical frameworks used for ethical decision-making in education. Typically, this line of research is applied to school administrators; however, this investigation extended this research to teacher leaders by examining their daily practice. Out of a pool of thirty-six respondents, nine teachers were chosen to participate in the study. These teacher leaders were employed in urban, exurban, and suburban school districts, with experience levels varying from three to thirty-three years. Participants were required to complete the following: the Self-Assessment to Assess Readiness for Leadership, creation of personal code of ethics, and the creation of professional code of ethics. An in-depth interview to discuss the codes, and clashes between codes was conducted, as well as a second interview to address an ethical dilemma identified by the participants. Categorical analysis was used to recognize recurring themes. A conceptual model of the decision-making process was developed to explain the phenomena observed in these data. In addition, recurring themes were identified through analysis of the interview data. Themes included a prevailing concern for fairness, student welfare, educational equality, safety, and student discipline. When responding to critical events that triggered ethical dilemmas, these participants habitually used their personal and professional codes of ethics to determine a course of action. Participants exhibited a sophisticated decision-making approach which moved participants past the reliance on one ethical frame of justice, critique, or care, into the use of multiple paradigms to solve ethical dilemmas. In the final analyses, the ethic of the profession was demonstrated by these nine teacher leaders through reflection and reliance on personal and professional codes of ethics, and by placing students at the center of the ethical decision-making process.
Temple University--Theses
26
Norman, Patrick. "“Is this actually a good thing?”: Teacher professional identity and professional ethics under neoliberalism." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/25531.
Full textAbstract:
This study considers the way teacher professional identity and ethics come into tension with governing policies in education.
Informed by institutional ethnography, the research is a case study of a public secondary school in Sydney, Australia. This case study begins from the standpoint of five teachers, mapping outwards through significant policy texts to the ‘ruling relations’ and discourses that articulate a vision of teacher professionalism in New South Wales. A series of classroom observations contrast these governing discourses with the material reality of the classroom. In this way the design of the study mirrors the tension between neoliberal policy and the practices of teachers as they engage in policy enactment.
Through the course of this research, a mandated professional development process emerged as a significant mode of discursive governance that conceptualises professional identity in particular ways. Reflecting neoliberal accountability approaches as well as diluted goals of ‘equity and excellence’ expressed in Australian education policy, this process purports to define teachers’ work and professionalism. While teachers find the process useful, it contributes to the growth in administrative workload that is emblematic of neoliberalism. This thesis understands policy enactment as involving practices of attachment, aversion, and indifference, designed to mitigate the impacts on teacher workload of new accountability demands and frequent policy changes. However, there is also an excessive and contingent dimension to classroom practice for which teachers must also prepare: something that cannot be captured in policy and paperwork. This dimension demands a strong sense of ethical identity and professionalism; practices that are not privileged in the quantifiable, thinned-out logic of neoliberalism.
This thesis contributes to ethical and political debates about the nature of teacher professional identity under neoliberalism. It argues that teachers have a role as ‘truth speakers’ as well as an ethical duty of care to help their students prepare for the challenges of a transformed and transforming world. While professional development processes may be helpful in developing some elements of pedagogical and professional practice, this thesis shows that the attitudinal and ethical domains of teacher professional learning deserve a greater emphasis in education policymaking, and teachers deserve greater freedom to strengthen the moral and transformative capabilities of their students.
27
Knott, Natalie Kay. "Teacher professional stance in the Québec ethics and religious culture program." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96749.
Full textAbstract:
2008 saw the implementation of a new Ethics and Religious Culture program in Québec classrooms. This program replaces the former religious and moral instruction courses and has the potential for being ground-breaking and transformative. In order to teach this program teachers are required to adopt a professional stance of objectivity and impartiality. Although a beginning exploration, this thesis demonstrates that cultural norms of Whiteness are impeding the successful implementation of the new ERC program. The majority of pre-service teachers are white, Christian and female who are unaware of privilege and who enter teaching with the objective to civilizing their students. Observations of and discussions with both pre-service and classroom teachers indicate a dialogue has begun and that more self-examination and critical reflection is necessary before this program can experience success.En 2008, dans les écoles du Québec, on a mis en œuvre un nouveau programme d'éthique et de culture religieuse. Ce programme vient remplacer les anciens cours d'instruction religieuse et morale et pourrait être innovateur et transformateur. Il est requis que les enseignants qui enseigneront ce cours adoptent une attitude d'objectivité et d'impartialité.Bien que cette thèse ne soit qu'un début d'exploration, elle prouve que les normes culturelles de la blancheur nuisent au succès de la mise en œuvre du nouveau programme ÉCR. La plupart des professeurs qui ont l'intention d'enseigner le cours sont caucasiennes, chrétiennes et des femmes, qui ne sont pas conscientes des privilèges et se lancent dans l'enseignement dans le but de civiliser leurs élèves.L'observation des enseignants et enseignantes avant qu'ils ne commencent leur carrière et en cours de route, ainsi que les discussions avec eux et elles, indiquent qu'un dialogue a été amorcé et que plus de prise de conscience de soi et de réflexion critique seront nécessaires avant que ce programme ne puisse réussir.
28
Thomas, Louise M. "Certainties and uncertainties : ethics and professional identities of early childhood educators." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/27648/1/Louise_Thomas_Thesis.pdf.
Full textAbstract:
This study is an inquiry into the professional identity constructions of early childhood educators, where identity is conceptualised as social and contextual. Through a genealogical analysis of narratives of four Queensland early childhood teachers, the thesis renders as problematic universal and fixed notions of what it is to be an early childhood professional. The data are the four teachers’ professional life history narratives recounted through a series of conversational interviews with each participant. As they spoke about professionalism and ethics, these teachers struggled to locate themselves as professionals, as they drew on a number of dominant discourses available to them. These dominant discourses were located and mapped through analysis of the participants’ talk about relationships with parents, colleagues and authorities. Genealogical analysis enabled multiple readings of the ways in which the participants’ talk held together certainties and uncertainties, as they recounted their experiences and spoke of early childhood expertise, relational engagement and ethics. The thesis concludes with suggestions for ways to support early childhood teachers and pre-service teachers to both engage with and resist normative processes and expectations of professional identity construction. In so doing, multiple and contextual opportunities can be made available when it comes to being professional and ‘doing’ ethics. The thesis makes an argument for new possibilities for thinking and speaking professional identities that include both certainty and uncertainty, comfort and discomfort, and these seemingly oppositional terms are held together in tension, with an insistence that both are necessary and true. The use of provocations offers tools through which pre-service teachers, teachers and teacher educators can access new positions associated with certainties and uncertainties in professional identities. These new positions call for work that supports experiences of ‘de-comfort’ – that is, experiences that encourage early childhood educators to step away from the comfort zones that can become part of expertise, professional relationships and ethics embedded within normative representations of what it is to be an early childhood professional.
29
Thomas, Louise M. "Certainties and uncertainties : ethics and professional identities of early childhood educators." Queensland University of Technology, 2009. http://eprints.qut.edu.au/27648/.
Full textAbstract:
This study is an inquiry into the professional identity constructions of early childhood educators, where identity is conceptualised as social and contextual. Through a genealogical analysis of narratives of four Queensland early childhood teachers, the thesis renders as problematic universal and fixed notions of what it is to be an early childhood professional. The data are the four teachers’ professional life history narratives recounted through a series of conversational interviews with each participant. As they spoke about professionalism and ethics, these teachers struggled to locate themselves as professionals, as they drew on a number of dominant discourses available to them. These dominant discourses were located and mapped through analysis of the participants’ talk about relationships with parents, colleagues and authorities. Genealogical analysis enabled multiple readings of the ways in which the participants’ talk held together certainties and uncertainties, as they recounted their experiences and spoke of early childhood expertise, relational engagement and ethics. The thesis concludes with suggestions for ways to support early childhood teachers and pre-service teachers to both engage with and resist normative processes and expectations of professional identity construction. In so doing, multiple and contextual opportunities can be made available when it comes to being professional and ‘doing’ ethics. The thesis makes an argument for new possibilities for thinking and speaking professional identities that include both certainty and uncertainty, comfort and discomfort, and these seemingly oppositional terms are held together in tension, with an insistence that both are necessary and true. The use of provocations offers tools through which pre-service teachers, teachers and teacher educators can access new positions associated with certainties and uncertainties in professional identities. These new positions call for work that supports experiences of ‘de-comfort’ – that is, experiences that encourage early childhood educators to step away from the comfort zones that can become part of expertise, professional relationships and ethics embedded within normative representations of what it is to be an early childhood professional.
30
Rijo, Ana Isabel Estudante. "Promoção de competências em educação ambiental, um estudo com professores e supervisores do terceiro ciclo do ensino básico." Master's thesis, Universidade de Évora, 2005. http://hdl.handle.net/10174/15611.
Full textAbstract:
Os problemas ambientais são actualmente uma das maiores preocupações políticas, económicas, sociais e educativas a nível mundial, de cuja resolução depende, em grande parte a continuidade da vida na Terra. A protecção do meio ambiente, associada ao conceito de desenvolvimento sustentável, implica um tipo de desenvolvimento social que satisfaça as necessidades actuais da humanidade, sem pôr em causa as gerações vindouras. Neste contexto, a Educação Ambiental assume um papel fundamental, não só na resolução dos problemas actuais, mas sobretudo na formação de cidadãos informados e responsáveis, capazes de tomar decisões conscientes em sociedade. Para tal, o ensino por competências, amplamente estudado no cenário educativo internacional, assume um papel de extrema importância, pois nas problemáticas associadas ao ambiente, mais importante do que saber é saber fazer e saber ser. Neste trabalho decidimos investigar a forma como professores e supervisores de Ciências Físicas, Químicas e Naturais encaram a Educação Ambiental no 3° ciclo do Ensino Básico. Para tal, decidimos aplicar um questionário aos referidos professores e supervisores pedagógicos que exerciam a sua actividade em escolas do distrito de Évora, onde, no ano lectivo 2003/2004, existia Estágio Pedagógico da Universidade de Évora. Esta investigação traduziu-se na análise comparativa dos referidos questionários permitindo-nos identificar e comparar o conceito de Educação Ambiental de professores e supervisores, assim como, as suas práticas pedagógicas relativas à Educação Ambiental. Permitiu, ainda, identificar as entidades que mais têm contribuído para a Educação Ambiental ao nível do terceiro ciclo do ensino básico e as principais alterações na Educação Ambiental proporcionadas pela reorganização neste nível de ensino. A partir da análise dos resultados obtidos foi possível concluir que a formação inicial de professores apresenta ainda inúmeras lacunas ao nível da Educação Ambiental, sendo amplamente valorizados os métodos e técnicas mais tradicionais. Para além disso, a maior parte dos docentes continua a demonstrar uma preocupação
excessiva com a dimensão do currículo, não se assumindo, eles próprios, como construtores e gestores do próprio currículo. A Educação Ambiental é actualmente encarada pelos supervisores como uma parte dos conteúdos de uma ou várias disciplinas, o que mais uma vez demonstra a sua visão tradicionalista do ensino. Mais do que realçar as diferenças entre os dois grupos estudados (professores e supervisores pedagógicos) parece-nos de relevar os traços comuns, sem nunca esquecer que, na maior parte dos casos, a visão dos supervisores vai condicionar a dos futuros professores. Desta forma, salienta-se a visão tradicionalista de todo o processo educativo, designadamente no que respeita à Educação Ambiental, aparecendo o currículo como um conjunto inflexível de conteúdos a ser leccionado num determinado período de tempo. Os resultados a que chegámos apontam, de uma forma geral, para a necessidade de uma formação académica articulada com os diferentes graus de ensino e, sobretudo, com os princípios da Lei de Bases do Sistema Educativo e do Currículo Nacional do Ensino Básico. A formação contínua de professores, nomeadamente dos supervisores pedagógicos, assume uma importância vital em todo o processo educativo pois, só desta forma, a inovação educacional poderá efectivamente chegar às escolas e englobar todo o processo de ensino-aprendizagem.
/*** Abstract -The environmental problems are at the present one of the biggest political, economic, social and educational issues in the world, and the continuity of life on earth depends mainly on their solution. The protection of the environment, associated to the concept of sustainable development, involves a kind of social development that can satisfy today's human needs, without putting the future generations at risk. In this context, Environmental Education has an important role, not only in solving today's problems, but especially in training informed and. responsible citizens, who can take conscientious decisions as members of the society. Thus, teaching skills, widely studied internationally, have an important role because, in what concerns environmental problems, more important than knowing is knowing how to do and how to be. In this work we investigate how teachers and pedagogical supervisors of Physics, Chemistry and Natural Sciences deal with Environmental Education in the 3`d Cycle of Basic Education. We decided to apply a questionnaire to teachers and pedagogical supervisors who worked in schools in the Évora district which, in the academic year of 2003/2004, had accepted student placements from Évora University. In this investigation we did a comparative analysis of the questionnaires, which allowed us to identify and compare the concept of Environmental Education of teachers and pedagogical supervisors, as well as their pedagogical approaches in relation to Envirorimental Education. This investigation also identified the entities that have contributed the most in Environmental Education in the 3d Cycle of Basic Education and the most important changes brought to the curriculum after the reorganization of this educational level. The analysis of the result allowed us to conclude that there are still a number of failures in the initial training of teachers in Environmental Education, insisting on traditional methods and techniques. Furthermore, most teachers worry excessively about the extension of the curricular programme, instead of building and managing the curriculum themselves. Additionally, supervisors see Environmental Education as just a part of other school subjects, which shows once again their traditional view of education. Instead of highlighting the differences between the two groups studied (teachers and pedagogical supervisors), we believe it is better to emphasize the similarities, without forgetting that in most cases, the views of the pedagogical supervisors will condition those of the future teachers. This way, we can highlight the traditional view of the whole educational process, namely in what concerns Environmental Education, presenting the curriculum as an inflexible programme of contents that must be taught in a specific period of time. Our conclusions point to a need for academic training articulated with the different school levels and, above all, with the principles of the Law for the Educational System and the National Curriculum of Basic Education. The continuous training of teachers, namely the pedagogical supervisors, is of vital importance for the whole educational process because it is the only way for the educational innovation to reach the schools and involve the whole process of teaching and learning.
31
Monteiro, Maria Iolanda. "Histórias de vida: saberes e práticas de alfabetizadoras bem sucedidas." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04122007-155302/.
Full textAbstract:
O trabalho visou o entendimento do sucesso escolar, na área de alfabetização, pelas experiências docentes, investigando os saberes e as práticas relacionados à vida pessoal, escolar e profissional de quatro alfabetizadoras bem sucedidas, que exerceram a profissão nas décadas de 50 a 80, no Estado de São Paulo. Estudou-se o peso da reforma de 1971 e os determinantes advindos das diferentes políticas, anteriores e posteriores, e o provável período em que se iniciou a conformação profissional das educadoras pesquisadas. Pelo estudo de histórias de vida, a investigação caracterizou as diferentes experiências das alfabetizadoras, identificando os saberes e as práticas, que deram sustentação ao trabalho bem sucedido com a alfabetização, e os condicionantes que acompanharam a formação docente. A articulação dos saberes da infância pré-escolar, da vida escolar, da trajetória no curso de formação e da vida profissional com o estudo das características das práticas alfabetizadoras justificou o sucesso escolar. Pela análise dos resultados, concluiu-se que as várias facetas da história de vida das educadoras, com saberes e concepções de ensino, sustentaram o êxito na alfabetização. Apesar das situações bem heterogêneas, o sucesso escolar decorreu da autonomia no trabalho docente para a organização de práticas de ensino, que garantissem a aprendizagem bem sucedida da leitura e escrita, sempre considerando que toda criança apresentava capacidade para aprender, independentemente das condições socioeconômicas, culturais e de aprendizagem. O estudo da história de vida das alfabetizadoras bem sucedidas, envolvendo saberes e práticas importantes e diferentes para configurações de práticas de alfabetização, que garantiram o êxito de todos os alunos, não visou apenas a sistematização de situações pedagógicas que servissem somente como referenciais para organizar o processo de alfabetização de docentes da atualidade, mas também a problematização de aspectos inerentes às ações educativas, no ensino da leitura e escrita, e o resgate de alguns valores que, na época dessas professoras, eram considerados essenciais e que, atualmente, recebem críticas e depreciações. A análise das práticas educativas sinalizou uma diversificação de estratégias de ensino entre as professoras pesquisadas. Apesar dessa diferença, as docentes apresentaram objetivos semelhantes, visando a aprendizagem de todos e rejeitando qualquer forma de discriminação. Verificou-se ainda a criação de rotinas e rituais, durante o desenvolvimento dos conteúdos e das atividades, mas com práticas e aspectos diferenciados. Essa característica confirma a formação de uma ética de trabalho pedagógico. A presente pesquisa oferece, assim, informações para o estudo da alfabetização, enriquecendo a análise dos elementos do trabalho docente, para o êxito escolar, e dos novos dados que possibilitam investigações da temática, também em outras abordagens.This paper focused on the understanding of academic success in the alphabetizing area by investigating the knowledge and practices related to the personal, academic and professional life of four successful alphabetizers who exercised their profession in the state of Sao Paulo throughout 1950 to 1980. The impact of the 1971 reform was duly studied and so were the direct consequences of the different previous and posterior policies and also the probable period during which started the professional making of the researched teachers. By studying the life histories, the investigation underlined the different experiences of the alphabetizers, identifying the various knowledge and practices which gave support to the successful alphabetizing work, and the decisive factors which accompanied the process of a teacher\'s formation. The articulation of the pre-school childhood knowledge, academic life, personal performance, both scholar and professional, together with the study of the alphabetizing practices characteristics justified the academic success. The results analysis concluded that the various aspects of the teachers\' life history, together with their personal knowledge and teaching concepts, sustained the alphabetizing success obtained. In spite of quite heterogeneous scenarios, the academic success resulted from the autonomy in the work to organize teaching practices which would ensure a successful learning of writing and reading, always considering that every child presented capacity to learn independently of social/economic, cultural and learning conditions. The study of the life histories of the successful alphabetizer teachers, involving important and different knowledge and pratices to build up alphabetizing practices which guaranteed the success of every student, didn\'t focus just the systematizing of pedagogic aspects which would serve solely as references to organize the alphabetizing process of today\'s teachers, but also the intrincacies of those aspects inherent to educative actions, in teaching writing and reading techniques, and the rescue of a few values which were considered essential, back at the time when the researched teachers were active, and nowadays are criticized and depreciated. The analysis of educational practices pointed out a diversification of teaching strategies amongst the researched teachers. In spite of the differences, they presented similar purposes - everyone should learn and any form of discrimination was rejected. It was also verified the creation of routines and rituals while developing the contents and related activities, but with distinguished practices and aspects. This characteristic confirms the making of ethics applied to pedagogical work. So, the present research offers information for the study of alphabetizing while making richer the analysis of the elements pertaining to teaching work to achieve academic success, and of the new data which make possible the investigation of the matter also with other approaches.
32
Gudjonsdottir, Hafdis. "Responsive professional practice : teachers analyze the theoretical and ethical dimensions of their work in diverse classrooms /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9987426.
Full textAbstract:
Thesis (Ph. D.)--University of Oregon, 2000.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 205-215). Also available for download via the World Wide Web; free to University of Oregon users.
33
Alsuhairi, Josef, and Cansu Elhüseyni. "Rätt till utbildning för papperslösa barn." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23090.
Full textAbstract:
1 juli år 2013 trädde en ny skollag i kraft i Sverige. Den nya lagen ger papperslösa barn i Sverige rätt till utbildning. Detta gäller både om barnet har fått avslag av Migrationsverket på sin uppehållstillståndsansökan och om barnet lever gömt och inte sökt uppehållstillstånd. Idag har papperslösa barn rätt till utbildning men detta innebär inte att dessa barn har en skolplikt, utan det avgör barnet själv eller familjen till det papperslösa barnet om rätten ska nyttjas. Denna valfrihet leder till att flera papperslösa barn inte utnyttjar sin rätt till utbildning. Det finns flera orsaker till detta som exempelvis att många papperslösa familjer inte känner till den nya skollagen och att polisen de facto har rätt att omhänderta en papperslös elev från skolan. Då det inte existerar någon garanti för att den papperslösa elevens trygghet i skolan väljer många papperslösa familjer bort denna rättighet på grund av rädslan att barnet skall bli omhändertaget av polisen. I samband med detta har vi identifierat olika dilemman för lärare, dilemman som uppstår vid en sammanstötning mellan lärares yrkesetik och lärares lagstadgade plikter såsom anmälningsplikt. I Sverige har lärare en skyldighet att anmäla, om de misstänker eller får kännedom om att ett barn far illa skall de meddela socialtjänsten. Denna anmälningsplikt orsakar ett stort dilemma för lärare då konsekvensen av en anmälning kan bli förödande för den enskilde papperslösa eleven och dennes familj. För att få en klarare bild av lärarnas dilemman utförde vi intervjuer med olika lärare på Skånska skolor. Vid intervjutillfällena fick vi förklarat för oss att dilemmat med anmälningsplikten och skyddande av papperslösa elever är någonting som lärare fruktar. Utifrån Barnkonventionen, lärares yrkesetik, tystnadsplikt samt specifik skolsekretess kan lärare skydda den enskilde papperslösa eleven. Dock så finns rädslan kvar bland lärarna om vad som händer om en specifik situation leder till att socialtjänsten måste kontaktas. Resultatet av analysen ger en bild av att lärares yrkesetik inte är så stark som andra yrkesetiker, således kan lärare stå upp mot andra myndigheter och neka deras begäran om tillträdde på skolan.July 1 2013 a new law entered into force in Sweden. The new Education Act gives undocumented children in Sweden right to education. This is regardless whether the child has been rejected by the Migration Board on their residence permit application and shall be rejected or if the child lives in hiding and has not applied for a residence permit. Today, undocumented children's right to education does not mean that undocumented children have a school attendance, this determines the child himself or the family of the undocumented child´s the right to be utilized. This choice leads too many undocumented children do not exercise their right to education. There are several reasons for this, such that many undocumented families are not aware of the new Education Act, but also that the police actually have the right to seize an undocumented student from school. Then there exists no guarantee that the undocumented student's safety at school, many undocumented families declines this right because of the fear of being found and cared for by the police. In connection with this issue, we have identified various dilemmas for teachers, dilemmas that arise when there is a clash between teachers' professional ethics' and teachers' statutory obligations such as notification requirements to authority. In Sweden, teachers have an obligation to notify if they suspect or become aware that a child is being abused to social services. This notification requirement causes a big dilemma for teachers as the consequence of a notification can be devastating for the individual undocumented student and their family. To get a view of the teacher's dilemmas, we conducted interviews with teachers from Skåne. In the interviews we got told by teachers that the dilemma with the notification requirements and protection of undocumented students is something that teachers fear. Thanks to the Convention of Children´s Rights, teachers' professional ethics, teacher´s obligation to observe silence and confidentiality that exists at the school, teachers can protect the individual undocumented student. However, there are fears remain in the teachers about what happens if it comes to the situation where a claim must be made to social services. The results of the analysis gave us that the teachers' professional ethics is not as strong as other professional ethics so that teachers can stand up to other authorities and deny their request for the entry of the school.
34
Apelis, Eliakim Tokacap. "The relationship between the inspectorial system and teacher professionalism : a Papua New Guinea primary school case study." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/20731/1/Eliakim_Apelis_Thesis.pdf.
Full textAbstract:
The inspectorial system is a legacy of the colonial era. The functions, responsibilities and strategies of the inspectorial system in PNG schools were introduced during the colonial era and since its inception there have been insignificant changes made.
There are perceived problems being experienced due to the growth of the education system and the complex management of education services as a result of the centralized and decentralized organizational functions introduced some thirty years ago. The multiple, conflicting and confusing roles of the inspectorial system developed over the years and the organizational cultures of agencies responsible for the inspectorial system have further complicated the work of inspectors. Thus the question of how effectively the inspectorial system works and how it serves its functions needs to be addressed, particularly on how it enhances the teaching profession.
Although the inspectorial system was introduced as a means of quality assurance, which is still being emphasized in PNG, the analysis reveals that supervision and professional development strategies are applied by inspectors as interactive strategies to pursue better education standards and quality education. These strategies supposedly ensure teacher professionalism is sustained and improved in order to impact on the quality of education provided by the schools. However a lack of clear understanding of teacher professionalism, despite changes and developments within the education system, may be also having an influence on how effective the inspectorial system is. The inspectorial system has developed into a complicated system. Therefore the need for clear demarcations of its functions, responsibilities and strategies is investigated in this study so that the inspectorial system is improved or developed into a more functional system that may produce tangible outcomes.
The study explores the experiences, beliefs and perceptions of teachers, head teachers and inspectors about the inspectorial system, teacher professionalism and their relationships. It does so by answering the main question, how and to what extent does the inspectorial system enhance and hinder teacher professionalism in primary schools in PNG, as well as specifically answering the following key questions:
• How does the inspectorial system operate in primary schools in PNG?
• What are the dimensions of teacher professionalism that are perceived by teachers, head teachers and inspectors?
• How are these dimensions of teacher professionalism linked to the interactive strategies applied by inspectors on teachers and head teachers?
• What redeveloped conceptual framework grounded in the realities of teachers’, head teachers’ and inspectors’ experiences, beliefs and perceptions about the inspectorial interactive strategies can enhance teacher professionalism?
In doing so, the interactive strategies of the inspectorial system (including quality assurance, professional development and professional ethics) and the dimensions of teacher professionalism (including teacher compliance, teacher knowledge, teacher leadership, teacher professional development and teacher professional ethics) are disclosed and their linkages identified. For example, professional development interactive strategies are linked directly to teacher professional development as experienced and perceived by teachers, head teachers and inspectors. This is done so that the direct impacts of each inspectorial interactive strategy on the dimensions of teacher professionalism are identified, and this leads to the creation of a conceptual framework for an inspectorial system that enhances teacher professionalism. The conceptual framework can guide supervisors, either school-based or externally based, to develop and execute an efficient supervisory system that can have a direct impact on an evolving teaching profession.
35
Apelis, Eliakim Tokacap. "The relationship between the inspectorial system and teacher professionalism : a Papua New Guinea primary school case study." Queensland University of Technology, 2008. http://eprints.qut.edu.au/20731/.
Full textAbstract:
The inspectorial system is a legacy of the colonial era. The functions, responsibilities and strategies of the inspectorial system in PNG schools were introduced during the colonial era and since its inception there have been insignificant changes made.
There are perceived problems being experienced due to the growth of the education system and the complex management of education services as a result of the centralized and decentralized organizational functions introduced some thirty years ago. The multiple, conflicting and confusing roles of the inspectorial system developed over the years and the organizational cultures of agencies responsible for the inspectorial system have further complicated the work of inspectors. Thus the question of how effectively the inspectorial system works and how it serves its functions needs to be addressed, particularly on how it enhances the teaching profession.
Although the inspectorial system was introduced as a means of quality assurance, which is still being emphasized in PNG, the analysis reveals that supervision and professional development strategies are applied by inspectors as interactive strategies to pursue better education standards and quality education. These strategies supposedly ensure teacher professionalism is sustained and improved in order to impact on the quality of education provided by the schools. However a lack of clear understanding of teacher professionalism, despite changes and developments within the education system, may be also having an influence on how effective the inspectorial system is. The inspectorial system has developed into a complicated system. Therefore the need for clear demarcations of its functions, responsibilities and strategies is investigated in this study so that the inspectorial system is improved or developed into a more functional system that may produce tangible outcomes.
The study explores the experiences, beliefs and perceptions of teachers, head teachers and inspectors about the inspectorial system, teacher professionalism and their relationships. It does so by answering the main question, how and to what extent does the inspectorial system enhance and hinder teacher professionalism in primary schools in PNG, as well as specifically answering the following key questions:
• How does the inspectorial system operate in primary schools in PNG?
• What are the dimensions of teacher professionalism that are perceived by teachers, head teachers and inspectors?
• How are these dimensions of teacher professionalism linked to the interactive strategies applied by inspectors on teachers and head teachers?
• What redeveloped conceptual framework grounded in the realities of teachers’, head teachers’ and inspectors’ experiences, beliefs and perceptions about the inspectorial interactive strategies can enhance teacher professionalism?
In doing so, the interactive strategies of the inspectorial system (including quality assurance, professional development and professional ethics) and the dimensions of teacher professionalism (including teacher compliance, teacher knowledge, teacher leadership, teacher professional development and teacher professional ethics) are disclosed and their linkages identified. For example, professional development interactive strategies are linked directly to teacher professional development as experienced and perceived by teachers, head teachers and inspectors. This is done so that the direct impacts of each inspectorial interactive strategy on the dimensions of teacher professionalism are identified, and this leads to the creation of a conceptual framework for an inspectorial system that enhances teacher professionalism. The conceptual framework can guide supervisors, either school-based or externally based, to develop and execute an efficient supervisory system that can have a direct impact on an evolving teaching profession.
36
Dewhirst, Claire. "Thinking practice : CPD as ethical work." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/19766.
Full textAbstract:
This study draws upon a methodological approach based on the use of objects to explore the experiences of a group of teachers undertaking a Masters-level Continuing Professional Development programme. Eight Respondents were invited to bring three objects to their interview that represented significant aspects of their practice in relation to the course. These objects afforded an exploration of respondents’ views, experiences and consideration of the impact of the programme on their professional identities. In order to engage analytically with the data the work draws upon notions of spatiality as well as the later work of Foucault on truth and subject formation. The thesis considers the role of professional learning as shaped by the current policy process and, how professional learning is, in turn, shaped by the teachers undertaking the course. Such a consideration allows for a methodological take on the CPD process as one whereby people, as well as objects, such as ‘standards’, play equally important roles. In drawing upon the later work of Foucault (1984a, 1984b) analysis of the data considered the ways in which the practices of the course that the teachers engaged with (Askēsis) lead to a desire to speak their mind and express ideals of truth about educational practice (Parrhēsia). This means that in thinking about their practice through the activities and processes of the programme encourages the development of the ethical work of the teacher. In the light of such problematisation, this study encourages a rethinking of both policy and practice and argues for a change in the discourse of education from the concept of professional development to that of professional learning within a relational and ethical framing.
37
Oto, Mari N. "Ethnic Identity and School Belonging Among Pacific Islander High School Students." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6766.
Full textAbstract:
Pacific Islander high school students in the state of Utah specifically, but across the United States generally, face significant challenges such as high levels of high school dropout and low levels of academic attainment. The purpose of this study was to examine if components of an achieved ethnic identity (exploration and commitment) are positively related to high levels of school belonging among Pacific Islander high school students in Utah. I further investigated whether self-esteem was a mediating factor in any observed relationship between ethnic identity and school belonging. Participants in this study were Pacific Islander youth between the ages of 13-19 years old and attending high school in the state of Utah. The Multigroup Ethnic Identity Measure—Revised, Rosenberg Self-Esteem Inventory, Simple School Belonging Scale, and demographic questions were combined in a survey and taken by 111 participants. Results indicate a significantly positive relationship between school belonging and self-esteem (r = .39, p < .001). However, no relationship was observed between ethnic identity and school belonging. Results also suggests that self-esteem is not a mediating factor, nor is it related to ethnic identity individually for these students. Another purpose of this study was to better understand Pacific Islander students in our public education system, and especially in the state of Utah. Results revealed that ethnic identity may not operate in the same way for students in this study as has been suggested in the literature for other ethnic minorities. Specifically, ethnic identity, as measured by the MEIM-R may not represent the same construct, which leads to questions about how this sample was different than other national samples. The context of Utah may have been a determining factor and may play a role in the formation of ethnic identity for Pacific Islander students who live in Utah, especially for those who are also Latter-day Saint. Future research should look closely at the relationship between religiosity and ethnic identity for Pacific Islander students in Utah schools. The findings from this study also highlight the role of self-esteem in school belonging. They suggest a need to move beyond generalizations of this group of students as "minorities" to understanding how to increase their self-esteem in hopes of boosting their sense of belonging in our schools, thus leading to greater high school retention and academic achievement for this population.
38
Al-Khatib, Amal Jamal. "A case study of an early childhood minority teacher and how she formed her professional identity." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618938.
Full textAbstract:
This qualitative case study is an investigation of the role of race, school context, and personal and professional experiences in the formation of an early childhood teacher's professional identity. Data sources included interviews, observations, conversations, field notes, and school artifacts. Member checking, triangulation, and extended observation supported the trustworthiness of the results. The findings of the research indicate that major themes related to identity formation included family influence, teaching values and beliefs, and identity shift. Main themes related to the minority status of the participant were emotions and feeling of alienation. Finally, major themes related to school context and personal and professional experiences included relationships with children and parents, relationships with teachers and staff members at the school, early learning experiences, and images of a good teacher. The study concludes with suggestions for early childhood education programs and future researchers.
39
Walsh, Courtney. "Can teachers pass the test: An exploratory study of secondary school teachers' knowledge of, attitudes toward, and professional development interest in undocumented students." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1554272006152953.
Full text
40
Nakar, Sonal Alpesh. "Understanding VET teachers' dilemmas in providing quality education to international students in Brisbane." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/64087/1/Sonal_Nakar_Thesis.pdf.
Full textAbstract:
In the past fifteen years, increasing attention has been given to the role of Vocational Education and Training (VET) in attracting large numbers of international students and its contribution to the economic development of Australia. This trend has given rise to many challenges in vocational education, especially with regard to providing quality education that ensures international students' stay in Australia is a satisfactory experience. Teaching and learning is continuously scrutinized, teaching quality and student assessment are subject to regular audit (Takerei, 2010). VET teachers are key stakeholders in international education and share responsibility for ensuring international students gain quality learning experiences and positive outcomes, however, their experiences are generally not well understood. Therefore, this thesis, investigates particular challenges and associated dilemmas that VET teachers experience when teaching international students.
The research participants were 15 teachers from several public and private VET institutions in Brisbane, Australia. The method involved responsive interviewing and inductive data analysis to identify and categorize teachers' challenges and dilemmas. The research reveals qualitatively different ways in which the 15 VET educators experienced challenges and associated dilemmas in their culturally diverse teaching context. The research shows that VET teachers experience numerous challenges and various inter-related professional, educational and personal dilemmas. These dilemmas result from ethical tensions teachers experience in their interactions with international students, teaching colleagues and their employment institutions. The dilemmas are often influenced by current economic and political conditions of international education. The dilemmas raised in the study by 15 VET teachers might be familiar to other teachers in VET and universities but to date they have received limited attention by researchers. This study's findings indicate significant implications for VET teachers, students, VET institutions and the government at a time of rapid economic, political, cultural and educational change. The findings are of potential interest to VET policy makers, managers and teachers. By giving voice to VET teachers, who are key stakeholders in the sustainability and future growth of VET, they contribute evidence for ongoing review and development of quality learning and teaching in the culturally diverse VET sector.
41
Almlöf, Sophie, and Mari Thongsong. ""Jag ser dig och jag bryr mig om dig" : En fenomenologisk studie av förskollärares omsorgskunskaper vid lämningar." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-28916.
Full textAbstract:
Syftet med denna studie är att söka kunskap om omsorg genom att prata med förskollärare om lämningssituationer. Vi kartlägger, utforskar och fördjupar deras omsorgskunskap, var den kommer ifrån och var de placerar den i förskollärarprofessionen. Genom att ha fenomenologi som teoretisk utgångspunkt, söker vi essensen av deras kunskap genom att ta del av hela deras livsvärld. Vi använder oss också av Aristoteles kunskapsbegrepp fronesis, för att analysera vårt material. Syftet med det är att vidga normer för kunskap och professionalitet. Vårt resultat visar att essensen i förskollärares kunskaper vid lämningssituationer består av inkännande och lyhördhet eftersom varje situation och barn kräver olika bemötanden utifrån de behov som uppstår. Vi har upptäckt att dethär är en kunskapsform som har en inneboende logik som baseras på ett omsorgsetiskt förhållningssätt. Detta ser vi som vårt viktigaste resultat. Vår slutsats blir därför att omsorg är en kunskapsform som tillhör förskollärarprofessionen som bör inkluderas i förskolans kunskapsbank. Förskolans pedagogik består av omsorg, lärande och fostran och ska samtidigt vila på vetenskaplig grund och därför blir det viktigt att alla dessa delar undersöks och formuleras på ett vetenskapligt vis.The purpose of this study is to seek knowledge about care by interviewing preschool teachers regarding daily drop-offs. We have explored what this knowledge consists of, where it comes from and how they apply it in their profession at large. By using phenomenology as our theoretical approach, we seek the essence of their knowledge by including their whole lived experience. We also use Aristotle’s concept fronesis, to analyze our material. By doing this we aim to broaden standards of knowledge and professionality. Our results show that the essence of the preschool teachers´ knowledge in the situation of daily drop-offs, comes down to the their empathetic and responsive ability, since every child and situation requires a different approach, depending on the childs different needs. We discovered that this is a form of knowledge owning its’ own logic, based on ethics of care, which we see as our most important result. Our conclusion is therefore, that caring is a form of knowledge that is a part of the preschool teacher profession and should also be included as one. Pedagogy in Swedish preschools integrates an educational and caregiving practice and should also be based on scientific methods and evidence-based practices. It is important that the educational aswell as the caregiving element become subjects of scientific research.
42
Awang, Mohd. "An exploration of strategies used by Malaysian secondary school teachers to promote positive behaviour : professionals' and pupils' perspectives." Thesis, University of Dundee, 2012. https://discovery.dundee.ac.uk/en/studentTheses/3dc40913-8233-41f2-a7c9-f97714913758.
Full textAbstract:
This research explores the concept of positive and negative behaviour in a Malaysian context and strategies used by secondary school teachers to promote positive behaviour. It also examines strategies that are perceived to be effective and possible factors that have influenced professionals’ attitudes towards positive behaviour. Mixed-method research design was used to complete three different stages. Stage 1 analysed 91 government circulars using content analysis; Stage 2 involved administering a survey to a total of 319 professionals including principals, counsellors and teachers and 494 pupils aged 16 years from 15 selected national secondary schools; Stage 3 focused on two case studies in two selected schools where classroom observations, individual interviews with professionals, and focus groups with pupils were the focal point. Statistical analysis included descriptive and inferential analysis (a chi squared test), while narrative data was analysed by using a thematic approach. Observational data was analysed manually by focusing on the frequency of target behaviour. This study proposes a Socio-ecological Model suggesting that interaction within and between ecological layers constructs the concept of positive and negative behaviour. This study also suggests that bonding and bridging social capital would improve pupil behaviour and develop school community. Findings also suggest that socio-cultural factors and professional experience have influenced professionals’ attitudes towards positive behaviour enhancement strategies. Implications for policy making, practitioners, and future research are also discussed. The research also offers recommendations which could inform policy formulation and further longitudinal research activity.
43
Litster, Carol Ann. "Stories of Success: Three Latino Students Talk About School." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3514.
Full textAbstract:
Latino students in the United States face significant challenges including very high student dropout rates and difficulties finding support for student academic success. This research focuses on Latino students who are successful despite these many challenges and explores how these successful students describe their experiences in school. Three successful Latino high school students describe their pathways toward academic achievement in this ethnography, which takes a narrative approach. The student stories illustrate the influence of families, peers, schools, and the interplay between ethnic and academic identity as relevant to how students achieve success. Although these students articulate very different experiences, supports and challenges, all of the students are successful in school, which encourages a reexamination of the ways schools and communities can support minority student success.
44
Edwards, Alexander Kyei. "Professional Citizenship and Otherness Leadership Development: Examining the Relationships among Meaning, Moral Reasoning, and Diversity Competencies of Graduate Students." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1242401256.
Full text
45
McDougall, Morgan Elizabeth. "Teaching Native American and Middle East American Literature in the Secondary School Classroom." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522853726757563.
Full text
46
Worsham, Lucas. "Unearthing the Seeds of Oppression and Injustice within Education: Using Intuition, Care, and Virtue to Guide the Educative Process and Cultivate Morality." UNF Digital Commons, 2016. https://digitalcommons.unf.edu/etd/645.
Full textAbstract:
The emphasis of the inquiry is on the domain of education and the relationship present between the teacher and student more specifically. Essentially, the first part of the thesis outlines how the larger social-political system impacts the domain of public education, with the predominant issues of adversity becoming manifest at the level of the relationship that exists between teacher and student. The second part of the work utilizes the problems discovered and their impact on human experience to propose a virtue/care based method for approaching the relationship with the student in a way that both aligns more closely with the movement of experience, while also functioning to assist the student in shaping their own moral character. Essentially, the method being proposed is something that is meant to assist the teacher in her attempts to communicate with the student in a more personal sort of way, thus allowing for a higher degree of understanding of the unique personality of each student, with this understanding leading the teacher to form a more flexible approach that takes into account the various personalities of the students. In so doing the teacher is working to bring the experience of the student into the educative process, which should thereby increase student performance through their feeling more involved in the education being received.
47
Chen, I.-shang, and 陳易賞. "The Teachers' Professional Ethics and the Care Ethics." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/70840037773575639171.
Full textAbstract:
碩士華梵大學
哲學系碩士班
97
The aim of this thesis is to explore the issues of elementary school teachers’ professional ethics. First of all, professional development of teachers is emphasis on professional knowledge and skills, or replaced by the code of ethics. Then, further found that teaching focus on knowledge, ignore the feelings of students; moral education lack the main values; teachers and students in the state of conflict because the teacher's authority, coercion, punishment. Therefore, elementary teachers need a new ethical orientation. Then, through textual analysis of the ethics based on Noddings’caring, the course of care, the power source of care, as well as moral education, to try to resolve elementary school teachers facing professional ethics issues. Included from the care orientation, that primary teachers should be shown to pay more attention to professional ethics of the profession, not only with the professional code of ethics to cover, but also to care for elementary school teachers as the core values of professional ethics, triggered by concern for the morality of teachers, teachers continued to provide care for the driving force, so that teachers would be willing to pay a commitment to responsible care. Finally, teaching should be the pursuit of the all-round development, to teach students to learn how to care, caring for the moral education, and cultivate a caring teacher-student relationship in order to complete the education. Hope to Noddings’caring ethics perspective, to strengthen elementary teachers of professional ethics to guide the other direction.
48
Jhuang, Jyun-Siang, and 莊竣翔. "Construct the Professional Ethics Code for Teachers in Taiwan." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/41800333057411117409.
Full textAbstract:
碩士國立臺灣師範大學
公民教育與活動領導學系
104
The purpose of this study is to construct the professional ethics code of primary and secondary school teachers as a reference for the association of teachers. To achieve it, this study has proposed five dimensions for the professional ethics code of teachers based on literature review. Besides, this study involved Delphi method among thirteen people that are educational experts and teachers of primary and secondary school. The proposed principles based a series of Delphi questionnaires answered by the thirteen participants in two rounds. Results of the research can be summarized in the following outline. First, the four principles, “professional prospects”, “respect for pluralism”, “empowerment and cooperation” and “care and support”, are suggested to be included. Second, the regulations of primary and secondary school teachers in Taiwan should contain five determinants, preamble, and thirty-six articles. The five dimensions are “teacher professionalism”, “the relationship between teachers and students”, “the relationship between teachers and parents”, “the relationship between teachers and their colleagues”, and “the relationships between teachers and communities”. Furthermore, recommendations for further research are provided, which can be a reference for education-related government agencies and unions.
49
Lin, Shu-Shen, and 林淑慎. "A Study of Professional Ethics of Teachers in Elementary Schools." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/y2s8bx.
Full textAbstract:
碩士世新大學
行政管理學研究所(含博、碩專班)
96
This study, based on the viewpoint of organizational behavior, divides the ethics of elementary school teacher into two dimensions: ‘working image’ and ‘working proficiency’. This study intends to elucidate the perception of different social roles on the ethics of elementary school teachers, by dint of exploring the correlations between the recognition of different social roles on the ethics of elementary school teachers and its attitude in the simulated contexts. The test sample in this study will those social roles associated with elementary school education, ranging from on-site teachers, quasi-teachers(including Normal College system and program system), representatives from educational business and students’ parents. In addition, it used self-designed questionnaires as measurement tools and distributed 200 copies, with 180 copies collected. I also used those statistics methods such as the Pearson product moment correlation analysis, Stepwise Regression Analysis. This study finds out that:(1)From Pearson’s product moment correlation analysis, the assumption 1 and 2 can not be fully verified, but its result indicates that the correlation between the recognition of different social roles on the ethics of elementary school teachers and its attitude in the simulated contexts is not totally consistent.(2) From Stepwise Regression Analysis, the assumption 3 and 4 can not be fully verified, but the result also demonstrates the different critical perception factors affecting attitudes expressed by different roles in the simulated contexts and working images and working proficiency. Among them, those critical perception factors affecting attitudes expressed by different roles as a school’s teacher in the simulated contexts for the most part emphasize ‘attributes’ and ‘value system’ Therefore despite that the assumption is partially verified, but the critical factors affecting different social roles’ perception regarding teachers ethics content are different. This study, based on study result result, further recommend that it is desirable to conduct multi-dimension research from innovative and fitting-social-needs perspectives, so as to reinforce different social roles’ perception consistency regarding ethics content, thereby constructing a coherent ethics guideline for elementary teachers. Besides, it is advised to continue ongoing exploration related themes regarding teacher proficiency as basis of ethics construction, and apply it to teacher selection, training and evaluation, which aim at allowing teacher’s proficiency to be improved.
50
Lin, Tsui-Ping, and 林翠屏. "A Study of Professional Ethics of Teachers in Elementary Schools." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/89942464775185866200.
Full textAbstract:
碩士國立屏東師範學院
國民教育研究所
89
A Study of Professional Ethics of Teachers in Elementary Schools Lin, Tsui-Ping Abstract The purpose of this study is to investigate elementary school teachers’ opinions and perception of professional ethics of teachers. Thus, this study, first, analyzes teachers’ opinions of the contents of professional ethics. Second, it analyzes teachers’ perception of aims, functions and necessity of professional ethics. To begin with, related literature and research on ethics of teachers are reviewed in the study. Then the termed “Questionnaire of Professional Ethics of Teachers in Elementary Schools” is devised to investigate elementary school teachers’ opinions and perception of professional codes. The target population of the research is teachers from 173 elementary schools around Pingtung area. Of the population, 795 teachers are selected, and 541 of them are valid samples used as the subjects in the study. Based on reviews of the literature and the questionnaire survey, this study comes to the following conclusions: 1.Professional ethics of teachers consists of five dimensions of rules. 2.Teachers’ age, seniority and positions are the important factors causing differences in teachers’ opinions on the contents of professional ethics. 3.Over 70﹪elementary school teachers tend to agree “National Teachers’ Codes of Ethics.” 4.Elementary school teachers tend to agree many of professional codes of other countries and local educational organizations in Taiwan. 5.Elementary school teachers tend to agree the aims of establishing professional ethics of teachers. 6.Elementary school teachers tend to agree the functions that professional ethics of teachers possess. 7.Elementary school teachers tend to agree the necessity of establishing professional ethics of teachers. 8.Teachers’ academic degrees and positions are the important factors resulting in differences in teachers’ perception of professional ethics. 9.43.3﹪elementary school teachers have been aware of professional ethics of teachers. According to the conclusions drawn up, some suggestions are proposed for educational organizations and for researchers interested in doing further studies on this subject. Keywords: elementary school, teacher, ethics of teachers, code of ethics, professional ethics.