scholarly journals Reflection of Buber's Moral Perspective on Teacher Professional Ethics: Teacher-Student Communication Area

2021 ◽  
Vol 3 (3) ◽  
pp. 357-365
Author(s):  
Mohammad Ahmadgholami ◽  
Mohammad-Hossein Heidari ◽  
Hassan-Ali Bakhtiar Nasrabadi ◽  
◽  
◽  
...  
Keyword(s):  
Professional Ethics ◽  
Teacher Student ◽  
Moral Perspective ◽  
Teacher Professional

scholarly journals Educational Technology and Teacher-Student Technology Competency: a Pathway to Teaching English with Technology

2019 ◽  
Vol 4 (2) ◽  
pp. 181
Author(s):  
Ismail Anas
Keyword(s):  
Teacher Educator ◽  
Teaching English ◽  
Technology Competency ◽  
Teacher Student ◽  
Technology Tools ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Technology In Instruction ◽  
Wide Access

<p><em>This article presents a pathway to teaching English with technology which focuses on the elaboration of three essential approaches; they are 1) the technology tools (TT), 2) the teacher technology competency (TTC), and 3) the student technology competency (STC). Although EFL teachers have wide access to the high-end technology tools, however, their application in instruction will not be successful without being supported by the teacher professional use and student acceptance of the technology. Preparing the EFL teachers for teaching English with technology requires a continuing evaluation regarding the readiness of the technology tools, TTC, and STC. These three approaches should be taken into account seriously to transform TEFL into technology in instruction. The implications for research, teachers, students, practice, curriculum developers, and EFL teacher educator will also be discussed. </em></p><p><em><br /></em></p>

scholarly journals Perceptions of Pre-Service Teachers about Teacher Professional Ethics Course Through Metaphors

2019 ◽  
Vol 7 (3) ◽  
pp. 150
Author(s):  
Süreyya Genç
Keyword(s):  
Content Analysis ◽  
Professional Ethics ◽  
Faculty Members ◽  
Teachers Perceptions ◽  
Expert Opinions ◽  
Analysis Technique ◽  
Ethics Course ◽  
Teacher Professional ◽  
The Subject ◽  
The Right

The aim of this study is to determine the perceptions of pre-service teachers towards teacher professional ethics course. The research was carried out with 138 pre-service teachers attending pedagogical formation training certificate program a public university in Turkey. In the study, a phenomenological method was used within the scope of qualitative research model. A semi-structured form with open-ended questions was used as a data collection tool to reveal pre-service teachers' perceptions of teacher professional ethics course. In this form, the pre-service teachers were asked to complete the sentence "the teacher professional ethics course is like ......; because ......". The results obtained from the pre-service teachers' responses were analyzed using content analysis technique. Based on these metaphors and the content analysis, the validity-reliability of the categories were shared with 3 faculty members who specialize in the field of metaphors and category lists. After expert opinions, non-overlapping metaphors were determined and the final shape was given. As a result of the research, it was found out that the pre-service teachers mostly expressed the compass and light metaphors from the metaphors they produced for the teacher professional ethics course. Based on their, “the course guiding students” category is the most commonly expressed metaphor among the categories formed in common characteristics. According to the pre-service teachers, teacher professional ethics course guides people in the right direction. As a result of the research, it was noted that pre-service teachers were able to express their own specific attitude and in-depth thinking abilities to express their perceptions about the subject.

scholarly journals Pedagogical Features of the Formation of Pedagogical Ethics in Future Teachers

2021 ◽  
Vol 7 (5) ◽  
pp. 503-508
Keyword(s):  
Higher Education ◽  
Professional Ethics ◽  
Educational Process ◽  
Practical Significance ◽  
Future Teachers ◽  
Professional Duty ◽  
Teacher Professional ◽  
Optimal Coordination ◽  
Ethical Relations ◽  
Competent Reading

The article is devoted to the formation of pedagogical ethics in future teachers and the study of the problems of pedagogical characteristics. It is imperative to pay attention to the knowledge of future teachers because mastering the system of competent reading in higher education is their social and professional duty. Therefore, future teachers need to know the rules and requirements of pedagogical ethics. Because mastering the etiquette of a teacher: professional ethics of future teachers — the formation of knowledge, skills and competencies in the ethics of a teacher; guide, regulate and monitor the coach’s relationship with children, colleagues and parents in the educational process; to learn the norms that must be adhered to in ethical relations between the participants in the pedagogical process, to understand the need for their assimilation; serves to increase the spiritual and moral level of future teachers. The theoretical and practical significance of the study lies in the substantiation of the need for optimal coordination of the priorities of professional development, the need for their competent implementation.

scholarly journals ETIKA PROFESI KEGURUAN TINJAUAN HADITS RASULULLAH SAW

2020 ◽  
Vol 6 (2) ◽  
pp. 125-138
Author(s):  
Zulhammi Zulhammi
Keyword(s):  
Professional Ethics ◽  
Self Esteem ◽  
Teaching Profession ◽  
Educational Process ◽  
Mutual Cooperation ◽  
Mutual Assistance ◽  
Islamic Perspective ◽  
Cooperative Relationships ◽  
Teacher Professional ◽  
Teacher Ethics

In an Islamic perspective, for a reference to the ethics of the teacher profession which can refer to the guidance of the Prophet Muhammad, because he as an apostle has a superior quality personality as a teacher and guide.The ethics of the teaching profession includes the ethics of the teacher towards himself, among others, being able to be responsible for his scientific insight and expertise and having to practice the knowledge he has in order to benefit himself and benefit others. Teachers' ethics towards their students, they understand the condition of their students, try to transfer knowledge to students until they understand, uphold self-esteem, integrity and never demean their dignity. Teachers' ethics towards peers include, among other things, that teachers should not make false statements regarding the qualifications and competence of peers and not cause conflicts with peers. Teacher ethics towards parents of students include teachers trying to foster effective and efficient cooperative relationships and deliberation in carrying out the educational process. Teacher professional ethics towards the community, among others, teachers must have the ability to communicate well with the community. Teacher ethics in this case concerns their concern for social problems, mutual cooperation, mutual assistance, egalitarianism (equality between humans), tolerance, and so on.

scholarly journals Impact of Teacher Professional Characteristics on Students’ Academic Achievement at Secondary School Level

2021 ◽  
Vol VI (IV) ◽  
pp. 102-110
Author(s):  
Abid khan ◽  
Rahmatullah Shah ◽  
Gulap Shahzada
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
School Level ◽  
Teacher Student ◽  
Professional Characteristics ◽  
Teacher Professional ◽  
Student Relationship

This research paper investigated the effect of teachers' professional characteristics on students’ academic achievement in secondary schools of district Bannu. The population of the study constituted all public secondary schools of district Bannu. For a collection of data and generalization of results, 600 respondents were taken as a sample. The sample was drawn by using the Stratified Random Sampling technique. For data collection, a self-developed questionnaire was used. For students' academic achievement self-developed Achievement test was used. The data was analyzed by using Linear Regression. The results show those secondary school teachers' professional characteristics such as teacher subject knowledge, teaching prowess, teacher-student relationship, and communication skills are significant predictors of students' academic achievement.

scholarly journals Pre-Service Teachers’ Perceptions of the Relevance of Teacher Professional Ethics in Contemporary Lesotho

2021 ◽  
Vol 10 (2) ◽  
pp. 78-96
Author(s):  
Tebello Violet Tlali
Keyword(s):  
Professional Ethics ◽  
Code Of Ethics ◽  
Study Data ◽  
Teaching Profession ◽  
Development Theory ◽  
Teachers Perceptions ◽  
Contemporary World ◽  
Bachelor Of Education ◽  
Mixed Feelings ◽  
Teacher Professional

Previous research suggests that new teachers have more negative ethical perceptions than their senior counterparts. However, there is limited research on teachers’ perceptions regarding the relevance of professional ethics in the contemporary world. Hence this study sought to explore the extent to which pre-service teachers in Lesotho consider professional ethics to be relevant. A qualitative approach was adopted and Kohlberg’s (1987) moral development theory was used as the theoretical framework for the study. Data were generated with the use of both semi-structured and focus-group interviews. Forty-six (n 46) final-year Bachelor of Education (BEd) students were purposively selected to take part in this study. Sixteen (16) were interviewed individually, while 30 were interviewed in three focus-groups of ten participants each. The findings are that the participating pre-service teachers had mixed feelings about the relevance of professional ethics of teachers. Some emphasised the importance of a teachers’ code of ethics while others indicated that some of the regulations were outdated. The position taken in this paper is that teacher professional ethics are timeless. These are meant to protect the interests of different stakeholders in education as well as the image of the teaching profession.

scholarly journals School Violence and Teacher Professional Engagement: A Cross-National Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Youcai Yang ◽  
Lixia Qin ◽  
Ling Ning
Keyword(s):  
School Violence ◽  
Self Efficacy ◽  
National Study ◽  
Cultural Perspective ◽  
Related Factors ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Professional ◽  
Teacher Self Efficacy ◽  
The Impact

School violence research has mainly focused on the impact on students. Very few studies, even fewer from a cross-cultural perspective, have examined the relationships between school violence and teacher professional engagement, and the role played by teacher self-efficacy and school climate related factors. The present study utilizes a SEM research methodology to analyze the 2013 TALIS data. The purpose is to understand and compare the relationships in four different cultural contexts; the U.S., England, South Korea, and Mexico. Results indicate, on average, that the significant and negative impacts of school violence on teacher professional engagement are partly mediated by teacher self-efficacy. The negativity of school violence is significantly alleviated by enhancing participation among school stakeholders and improving teacher–student relationships. The relationships among the factors apply across all four cultural systems, though, the effects of factors and variables vary to a degree. The paper also discusses other relevant issues and differences as well as their implications.

Awareness and Decision Making in Professional Ethics

2000 ◽  
Vol 5 (1) ◽  
pp. 19-27 ◽  
Author(s):  
Ronny Swain
Keyword(s):  
Decision Making ◽  
Professional Ethics ◽  
Ethical Decision Making ◽  
Code Of Ethics ◽  
Professional Autonomy ◽  
Ethical Awareness ◽  
Ethical Decisions ◽  
The Right ◽  
Aid Decision

The paper describes the development of the 1998 revision of the Psychological Society of Ireland's Code of Professional Ethics. The Code incorporates the European Meta-Code of Ethics and an ethical decision-making procedure borrowed from the Canadian Psychological Association. An example using the procedure is presented. To aid decision making, a classification of different kinds of stakeholder (i.e., interested party) affected by ethical decisions is offered. The author contends (1) that psychologists should assert the right, which is an important aspect of professional autonomy, to make discretionary judgments, (2) that to be justified in doing so they need to educate themselves in sound and deliberative judgment, and (3) that the process is facilitated by a code such as the Irish one, which emphasizes ethical awareness and decision making. The need for awareness and judgment is underlined by the variability in the ethical codes of different organizations and different European states: in such a context, codes should be used as broad yardsticks, rather than precise templates.

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