Results for 'Teachers Professional ethics'

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  1.  33
    Professional Ethics Education for Future Teachers: A Narrative Review of the Scholarly Writings.Bruce Maxwell & Marina Schwimmer - 2016 - Journal of Moral Education 45 (3):354-371.
    This article provides a narrative review of the scholarly writings on professional ethics education for future teachers. Against the background of a widespread belief among scholars working in this area that longstanding and sustained research and reflection on the ethics of teaching have had little impact on the teacher education curriculum, the article takes stock of the field by synthesizing viewpoints on key aspects of teaching ethics to teacher candidates—the role ethics plays in teacher (...)
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  2.  28
    Forms and Dimensions of Teachers' Professional Ethics‐‐Case Studies in Secondary Schools.Kurt Aurin & Martina Maurer - 1993 - Journal of Moral Education 22 (3):277-296.
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  3.  45
    Codes of Ethics and TeachersProfessional Autonomy.Marina Schwimmer & Bruce Maxwell - 2017 - Ethics and Education 12 (2):141-152.
    This article considers the value of adopting a code of professional ethics for teachers. After having underlined how a code of ethics stands to benefits a community of educators – namely, by providing a mechanism for regulating autonomy and promoting a shared professional ethic – the article examines the principal arguments against codes of ethics. Three arguments are presented and analyzed in light of the codes of teacher ethics in place elsewhere in Canada. (...)
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  4. Professional Ethics Among Teachers.W. S. Milton Jeganathan - 1999 - Ispck.
     
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  5. Professional Ethics for Teachers.R. Sampath - 2002 - In P. George Victor (ed.), Social Relevance of Philosophy: Essays on Applied Philosophy. D.K. Printworld. pp. 3--151.
  6.  9
    Professional Ethics as Experienced by Student Teachers: A Neoliberal View.Marita Cronqvist - 2020 - Phenomenology and Practice 14 (1):89-104.
    Student teachers’ experiences of professional ethics, as lived practice, need to be visualized and verbalized to support their ability to develop an ethical practice. The aim of this article is to discuss the lived experiences of professional ethics from beginning teachers’ internship, based on a phenomenological study. Some of the essential meanings are interpreted in relation to the tension between responsibility and accountability that is emerging from neoliberal influences in teacher education. Inspired by Reflective (...)
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  7. Professional Ethics of Teachers of Philosophy.Vasil Gluchman - 2012 - Ethics and Bioethics (in Central Europe) 2 (3-4):144-152.
    I am not trying to present a full concept of professional ethics of an academic. I would like to focus on philosophical and ethical reflection of the specific area of an academic work in Slovakia. Almost two hundred years ago, the Slovak enlightenment philosopher Ján Feješ (1764 - 1823) responded to the situation of his era and he stated that a reviewer must, in the given area, be even better educated than the author himself. A different example can (...)
     
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  8. Instruction in Professional Ethics in Professional Schools for Teachers.Theodore Day Martin - 1931 - Washington: National Education Association.
     
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  9.  8
    Vocational Teachers, Confidentiality and Professional Ethics.Michael Davis - 1988 - International Journal of Applied Philosophy 4 (1):11-20.
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  10.  3
    Vocational Teachers, Confidentiality And Professional Ethics.Michael Davis - 1988 - International Journal of Applied Philosophy 4 (1):11-20.
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  11.  20
    Professional Ethics, the University, and the Journalist.William F. May - 1986 - Journal of Mass Media Ethics 1 (2):20 – 31.
    This paper was first presented as a plenary lecture to the Association for Education in Journalism and Mass Communication in August, 1985. The author, who is the Cary M. Maguire University Professor of Ethics at Southern Methodist University, discusses the intellectual, moral, and organizational marks of the professional that led reformers at the beginning of the twentieth century to locate professional training in the university. That discussion is followed by consideration of the moral consequences of university education (...)
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  12.  19
    The Ethical Obligations of Professional Teachers (of Ethics).Banks McDowell - 1992 - Professional Ethics 1 (3/4):53-76.
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  13.  22
    Should Teachers Have Their Own Professional Ethics?Graham Haydon - 1996 - Journal of Philosophy of Education 30 (2):301–306.
  14.  4
    Should Teachers Have Their Own Professional Ethics?Graham Haydon - 1996 - Philosophy of Education 30 (2):301-306.
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  15.  12
    Professional Ethics in the Classroom.Stanislaus J. Dundon - 1988 - Agriculture and Human Values 5 (4):84-91.
    The author describes a team taught (philosophy/agriculture) professional ethics in agriculture course at Cal Poly, San Luis Obispo. He shows how the teaching, student selection (half agriculture, half non-agriculture), topic selection and class projects (mock public forums on critical issues aimed at achieving a public consensus) were chosen to achieve one main goal, a professional ethics aimed at public service. A second goal, public awareness of the legitimate needs of agriculture, is pursued simultaneously.The public-good orientation of (...)
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  16.  30
    Academic Ethics: Problems and Materials on Professional Conduct and Shared Governance.Neil Hamilton - 2002 - Praeger.
    This book suggests that the umbrella academic organizations step forward and draft a model code of ethics for the profession of higher education.
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  17.  12
    The Adaptive Professional: Teachers, School Leaders and Ethical-Governmental Practices of (Self-) Formation.Peter C. O’Brien - 2018 - Educational Philosophy and Theory 50 (3):229-243.
    This article analyses the relations that teachers and school leaders establish with themselves and with others—especially those who would seek to govern them—through the professional and personal–professional activities that increasingly accompany pedagogical and administrative practice today. Specifically, the article seeks to analyse the conditions under which such ‘ethical-governmental’ relations have become possible and to clarify the lines of power, truth and ethics that are in play within them. In this way, it is argued, their intelligibility may (...)
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  18. Zou Xiang Xin Shi De: Shi de Xian Zhuang Yu Jiao Shi Zhuan Ye Dao de Jian She Yan Jiu = Explorations of Professional Ethics of Teacher.Chuanbao Tan (ed.) - 2009 - Beijing Shi Fan da Xue Chu Ban She.
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  19. Some Ethical Notions for Non-Philosophers Teaching Professional Ethics.Vincent Shen - 1998 - Philosophy and Culture 25 (8):690-705.
    The purpose of this paper is to philosophy and have not received professional training, but are engaged in professional ethics teaching university teachers teach to share my personal views of professional ethics. Basically, the professional ethics courses, each of us is being in the study. My idea is to敎good this course, we must first increase the individual's moral experience, and the introduction of the professional conduct of the consideration; Second, to strengthen (...)
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  20.  21
    Talks to Teachers on Psychology and to Students on Some of Life's Ideals.William James - 1983 - Harvard University Press.
    Still-vital lectures on teaching deal with psychology and the teaching art, the stream of consciousness, the child as a behaving organism, education and behavior, native and acquired reactions, habit, association of ideas, attention, memory, acquisition of ideas, perception, will, and more. The three addresses to students are "The Gospel of Relaxation," "On a Certain Blindness in Human Beings," and "What Makes a Life Significant?" Preface. 2 black-and-white illustrations.
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  21.  11
    From Technicians to Teachers: Ethical Teaching in the Context of Globalised Education Reform.Leon Benade - 2012 - Continuum.
    Machine generated contents note: -- Dedication Acknowledgements List of Tables and Figures List of Abbreviations Introduction Chapter One: From Neoliberalism to Third Way Chapter Two: Professionality, professions and teachers' work Chapter Three: Ethical teacher professionality and the ethical teacher Chapter Four: Understanding the context Chapter Five: New Zealand curriculum reform, 2002-2007: break or continuity? Chapter Six: Policy Chapter Seven: Seeking out spaces Chapter Eight: Challenges to the development of ethical teacher professionality in The New Zealand Curriculum Chapter Nine: Critical (...)
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  22. The Good Life of Teaching: An Ethics of Professional Practice.Chris Higgins - 2011 - Wiley-Blackwell.
    _The Good Life of Teaching_ extends the recent revival of virtue ethics to professional ethics and the philosophy of teaching. It connects long-standing philosophical questions about work and human growth to questions about teacher motivation, identity, and development. Makes a significant contribution to the philosophy of teaching and also offers new insights into virtue theory and professional ethics Offers fresh and detailed readings of major figures in ethics, including Alasdair MacIntyre, Charles Taylor, and Bernard (...)
     
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  23. Legal Ethics and Professional Responsibility.Ross Cranston (ed.) - 1996 - Clarendon Press.
    Among members of the legal profession and judiciarysional throughout the world, there is a genuine concern with establishing and maintaining high ethical standards. It is not difficult to understand why this should be so. But, in order to ensure that the standards established are the right ones, it is necessary first of all to examine important philosophical and policy issues. Such an examination is the purpose of this book. Written by a distinguished group of law teachers and practitioners together (...)
     
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  24. Beyond Business Ethics: An Agenda for the Trustworthy Teachers and Practitioners of Business.Ann Congleton - 2014 - Journal of Business Ethics 119 (2):151-172.
    Societies need markets, so just as trustworthy professionals are needed in fields such as healthcare, law and education, modern societies need trustworthy market managers, including corporate officers and directors. But in its screening of candidates, U.S. corporate business has lagged behind fields such as medicine and law, which in the nineteenth century addressed their need for screening by upgrading professional education and establishing licensing of individual practitioners. Corporate business, by contrast, has been too tolerant of problematic executives, particularly executives (...)
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  25. Ethical Issues in Professional Life.Joan C. Callahan (ed.) - 1988 - Oxford University Press.
    When (if ever) may a professional deceive a client for the client's own good? Under what conditions (if any) is whistle-blowing morally required? These are just some of the questions that scholars as diverse as Michael D. Bayles, Thomas Nagel, Sissela Bok, Jessica Mitford, and Peter A. French confront in this stimulating anthology. Organized around philosophical issues such as the moral foundations of professional ethics, models of the professional-client relationship, deception, informed consent, privacy and confidentiality, (...) dissent, and professional virtue, the volume illuminates the complex ethical issues that arise in journalism, law, health care, counselling, education, engineering, business, politics, and social science research. A variety of pedagogical aids--including clear introductions to and study questions for each set of readings, concrete cases designed to focus discussion, and an appendix on preparing cases and position papers--makes the text invaluable for both students and teachers of professional ethics. (shrink)
     
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  26.  43
    Educating Teachers About a Code of Ethical Conduct.Roseanna Bourke & John O’Neill - 2010 - Ethics and Education 5 (2):159-172.
    Worldwide, there is a growing expectation that teachers will act in a ?professional? manner. Professionalism, in this regard, includes identification of a unique body of occupational knowledge, adherence to desirable standards of behaviour, processes to hold members to account and commitment to what the profession regards as morally right or good. In other words, as ethical conduct. Teaching ethically involves making reasoned decisions about what to do in order to achieve the most good for learners. Often, this involves (...)
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  27.  45
    Teachers Behaving Badly?: Dilemmas for School Leaders.Kate Myers - 2005 - Routledgefalmer.
    Teachers Behaving Badly? is concerned about sexual behaviour that may occur between adults working in and connected to the school, and teacher/older pupil relations, initiated by both parties. Leaders faced with trying to sort out these issues find that they are not always clear-cut. Often there are no easy resolutions and the consequences may be potentially explosive for the individuals concerned, for the school, and for the community.
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  28.  5
    The Ethical Obligations of Professional Teachers.Banks McDowell - 1992 - Professional Ethics, a Multidisciplinary Journal 1 (3):53-76.
  29.  97
    Professionalism and Ethics in Teaching.David Carr - 1999 - Routledge.
    _Professionalism and Ethics in Teaching_ presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions. After discussing the moral implications of professionalism, Carr explores the relationship of education theory to teaching practice and the impact of this relationship on professional expertise. He then identifies and examines some central ethical and moral issues in education and teaching. Finally David Carr gives a detailed analysis of a range of issues concerning the role of the teacher and (...)
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  30.  41
    Teachers' Ethical Choices in Sociomoral Settings.Jukka Husu & Kirsi Tirri - 2001 - Journal of Moral Education 30 (4):361-375.
    This article discusses ethical dilemmas in early childhood education as identified by kindergarten and elementary school teachers (N = 26). Ethical dilemmas are investigated in the theoretical framework of moral relevance and moral conflict (Wallace 1988). Professional ethics challenges teachers to collaborate with colleagues and parents. The empirical findings present conflicts between teachers and parents, collegial conflicts between teachers, and cultural conflicts in the community. The method used in the study is a relational reading (...)
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  31. Winning Teachers Teaching Winners.Patricia J. Munson - 1991 - Network Publications.
     
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  32. Professional Responsibility: New Horizons of Praxis.Ciaran Sugrue & Tone Solbrekke (eds.) - 2011 - Routledge.
  33.  48
    The Ethics of Teaching: A Casebook.Patricia Keith-Spiegel (ed.) - 2002 - Lawrence Erlbaum.
    The Ethics of Teaching provides a frank discussion of the most frequently encountered ethical dilemmas that can arise in educational settings, as well as tips on how to avoid these predicaments and how to deal with them when they do occur. The goal is to stimulate discussion and raise faculties' consciousness about ethical issues. Ethical dilemmas are presented as short, engaging case scenarios, most of which are based on actual situations, so as to furnish more realistic and interesting stimuli (...)
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  34. Ethics in Psychotherapy and Counseling: A Practical Guide.Kenneth S. Pope - 2007 - Jossey-Bass.
    Praise for Ethics in Psychotherapy and Counseling, Third Edition "This is absolutely the best text on professional ethics around. . . . This is a refreshingly open and inviting text that has become a classic in the field." —Derald Wing Sue, professor of psychology, Teachers College, Columbia University "I love this book! And so will therapists, supervisors, and trainees. In fact, it really should be required reading for every mental health professional and aspiring professional. (...)
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  35. Unprofessional Activities of Teachers in Appointments and in School Board Elections.Maurice Farris Seay - 1938 - Lexington, Ky., The University of Kentucky.
  36. Moral Development in the Professions: Psychology and Applied Ethics.James R. Rest & Darcia Narváez (eds.) - 1994 - L. Erlbaum Associates.
    Every year in this country, some 10,000 college and university courses are taught in applied ethics. And many professional organizations now have their own codes of ethics. Yet social science has had little impact upon applied ethics. This book promises to change that trend by illustrating how social science can make a contribution to applied ethics. The text reports psychological studies relevant to applied ethics for many professionals, including accountants, college students and teachers, (...)
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  37.  14
    Philosophy for Teachers – Developing New Teachers’ Applied Ethical Decision-Making.Janet Orchard, Ruth Heilbronn & Carrie Winstanley - 2016 - Ethics and Education 11 (1):42-54.
    Teaching, irrespective of its geographical location, is fundamentally a relational practice in which unique ethically complex situations arise to which teachers need to respond at different levels of ethical decision-making. These range from ‘big’ abstract questions about whether or not what they teach is inherently good, through to seemingly trivial questions about everyday issues, for example whether or not it is right to silence children in classrooms. Hence, alongside a wide range of pedagogical skills, new teachers also need (...)
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  38.  18
    Reinforcement on Teachers' Morality Construction --- An Eternal Subject in Educational Development.Wanbin Ren - 2009 - Asian Culture and History 1 (2):P180.
    Teachers perform the duty of imparting knowledge and educating people, and undertake the important task of cultivating socialism builders and successors and the mission to improve the quality of the nation a whole. Therefore, teachers should set an example in abiding by teachersprofessional ethics, intensifying construction of teachers’ morality, and improving level of education. This article proposes the constructive thought in teachers’ morality construction in vocational education, that is, to try to improve (...)
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  39.  5
    Reinforcement on Teachers’ Morality Construction --- An Eternal Subject in Educational Development.Wanbin Ren - 2009 - Asian Culture and History 1 (2):180.
    Teachers perform the duty of imparting knowledge and educating people, and undertake the important task of cultivating socialism builders and successors and the mission to improve the quality of the nation a whole. Therefore, teachers should set an example in abiding by teachersprofessional ethics, intensifying construction of teachers’ morality, and improving level of education. This article proposes the constructive thought in teachers’ morality construction in vocational education, that is, to try to improve (...)
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  40. Professional Codes.Benson Y. Landis - 1927 - [New York, Ams Press.
     
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  41.  43
    Teaching Ethics and Technology with Agora , an Electronic Tool.Simone van der Burg & Ibo van de Poel - 2005 - Science and Engineering Ethics 11 (2):277-297.
    Courses on ethics and technology have become compulsory for many students at the three Dutch technical universities during the past few years. During this time, teachers have faced a number of didactic problems, which are partly due to a growing number of students. In order to deal with these challenges, teachers in ethics at the three technical universities in the Netherlands — in Delft, Eindhoven and Twente — have developed a web-based computer program called Agora (see (...)
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  42.  50
    Ethics Education for Professionals in Japan: A Critical Review.Yasushi Maruyama & Tetsu Ueno - 2010 - Educational Philosophy and Theory 42 (4):438-447.
    Ethics education for professionals has become popular in Japan over the last two decades. Many professional schools now require students to take an applied ethics or professional ethics course. In contrast, very few courses of professional ethics for teaching exist or have been taught in Japan. In order to obtain suggestions for teacher education, this paper reviews and examines practices of ethics education for engineers and nurses in Japan that have been successfully (...)
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  43.  72
    Teaching with Integrity: The Ethics of Higher Education Practice.Bruce Macfarlane - 2004 - Routledgefalmer.
    While many books focus on the broader socially ethical topics of widening participation and promoting equal opportunities, this unique book concentrates specifically on the lecturer's professional responsibilities. Bruce Macfarlane analyzes the pros and cons of prescriptive professional codes of practice employed by many universities and proposes the active development of professional virtues over bureaucratic recommendations. The material is presented in a scholarly yet accessible style and case examples are used throughout to encourage a practical, reflective approach.
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  44.  12
    The Meanings of Professional Life: Teaching Across the Health Professions.Maureen Kelley - 2002 - Journal of Medicine and Philosophy 27 (4):475 – 491.
    Most of professional ethics is grounded on the assumption that we can speak meaningfully about particular, insulated professions with aims and goals, that conceptually there exists a clear "inside and outside" to any given profession. Professional ethics has also inherited the two-part assumption from mainstream moral philosophy that we can speak meaningfully about agent-relative versus agent-neutral moral perspectives, and further, that it is only from the agent-neutral perspective that we can truly evaluate our professional moral (...)
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  45. The Ethics of Teaching.Kenneth A. Strike & Jonas F. Soltis - 1985
  46.  23
    Student Teachers' Professional Identity Formation: Between Being Born as a Teacher and Becoming One.Annemie Schepens, Antonia Aelterman & Peter Vlerick - 2009 - Educational Studies 35 (4):361-378.
    This article focuses on student teachers' professional identity formation inspired by the tension between two layman points of view namely: being born as a teacher (i.e. based on demographics and personality traits) and becoming a teacher (i.e. based on experience). Besides demographics, personality traits and experience, the teacher preparation context is considered as a crucial aspect in professional identity formation as well. The authors adopted a multiple theoretical approach to guide the empirical study. Using hierarchical regression analyses (...)
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  47.  36
    Professional Law Enforcement Codes: A Documentary Collection.John Kleinig & Yurong Zhang (eds.) - 1993 - Greenwood Press.
    This volume fills that gap and offers teachers in criminal justice ethics and law enforcement practitioners a rich selection of materials that have emerged in ...
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  48. Innocence Denied: A Guide to Preventing Sexual Misconduct by Teachers and Coaches.William L. Fibkins - 2006 - Rowman & Littlefield Education.
    Issues in facing and solving the problem of sexual misconduct -- Cases of teachers who become involved in consensual relationships -- Cases of coaches who become involved in sexual misconduct -- Cases of predator teachers -- Training teachers, coaches, and students to avoid sexual misconduct.
     
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  49.  8
    Philosophy for Teachers (P4T) in South Africa – Re-Imagining Provision to Support New Teachers’ Applied Ethical Decision-Making.Nuraan Davids & Janet L. Orchard - 2019 - Ethics and Education 14 (3):333-350.
    ABSTRACTConventional teacher education programmes do not equip practitioners adequately to navigate ethically complex situations that arise in teaching. One initiative responding to this deficit is ‘Philosophy for Teachers’, a 24-hour residential approach to community philosophy. Piloted originally in England, a further workshop took place in South Africa in October 2017, comprising student teachers, teacher educators and philosophers from three historically different universities in the Western Cape. Significant new insights to emerge included greater clarity on the respective contributions of (...)
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  50.  18
    On Reasons We Want Teachers to Care.Jade Nguyen - 2016 - Ethics and Education 11 (3):286-298.
    Much of the literature supports the moral development theory as a justification for teachers to care, where teachers should care for their students because it contributes to their moral education as caring persons. If no causal relationship can be established, the question remains whether we would want teachers to care, preferably one that does not merely import its external normative significance into teaching. I argue that an understanding of teaching, and moreover, of good teaching already has embedded (...)
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