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The teaching of ethics in teacher education programs is crucial for fostering the moral and ethical development of prospective teachers and shaping them into ethical role models for future students. This study, employing qualitative case study research, gathered data from undergraduates in teacher education programs to explore the best approaches for ethics education. It found that combining digital and case-based pedagogical methods, fostering an open-minded attitude among lecturers, and implementing a blend of Socratic and active learning techniques leads to the most favorable outcomes. Additionally, continuous formative assessment throughout the academic year is essential. To cultivate a teaching workforce with strong ethical and moral values, undergraduate courses in ethics and morality should be thought-provoking, integrating real-life cases with a mix of digital and tangible resources. The ethics course lecturer should not only serve as a role model and exhibit a caring disposition but also use effective teaching methodologies. The paper details key themes and categories for successful ethics instruction and offers specific recommendations. [ABSTRACT FROM AUTHOR]

This article is about a virtue ethical approach to the professional ethics of teaching, centred around the ideal of phronesis (practical wisdom) in an Aristotelian sense. It is grounded empirically in extensive research conducted at the Jubilee Centre for Character and Virtues into teachers and other UK professionals, and it is grounded theoretically in recent efforts to revive an Aristotelian concept of phronesis as excellence in ethical decision-making. The article argues for the need for a virtue-based approach to professional practice, based on time-honoured Aristotelian assumptions and culminating in a conceptually viable construct of phronesis as a psycho-moral integrator and adjudicator. After setting some of the historical background in Sect. 1, Sect. 2 charts the most relevant empirical findings. Section 3 introduces a call for phronesis as a guide to virtue-based professional ethics: its role, nature, and methods of instruction. Section 4 adds some caveats and concerns about if and how phronesis can be cultivated as part of teacher training. Finally, Sect. 5 offers some concluding remarks about the novelty and radicality of the approach on offer in this article. [ABSTRACT FROM AUTHOR]

Este artículo se centra en desvelar la diferencia entre los conceptos de ética y moral e indagar hasta qué punto necesitamos los docentes de música consensuar principios dentro de un centro superior de música y dotarnos a nosotros mismos de un código deontológico y profesional adecuado al contexto docente en el que estamos integrados. Se revisa la relación ética-docencia en general y, particularmente, la ética profesional docente, así como los elementos que caracterizan un proceso de enseñanza-aprendizaje de tipo ético. Son objeto de estudio los códigos éticos profesionales docentes, definiéndose distintos tipos de valores éticos específicos en el ámbito de la educación superior de música en los conservatorios. Se incorpora, asimismo, una amplia reflexión sobre la importancia de estos valores en la formación del docente de música, sus deberes éticos e institucionales y la situación actual en esta materia en los centros superiores de música en España. This article focuses on revealing the difference between the concepts of ethics and morality, and investigating the extent to which teachers need to agree on principles within an educational institution and provide ourselves with a deontological and professional code appropriate to the teaching context in which we are integrated. The ethical-teaching relationship in general and, particularly, professional teaching ethics is reviewed, as well as the elements that characterize an ethical teaching-learning process. The professional ethical codes of teachers are the object of study, defining different types of specific ethical values in the field of higher music education in conservatories. It also incorporates a broad reflection on the importance of these values in the training of music teachers, their ethical and institutional duties, and the current situation in this matter in higher music centers in Spain. [ABSTRACT FROM AUTHOR]

This work reviews the approach of the ethics of care in education and analyzes how the foundations of this ethicality contribute to the dialogical construction of teachers' professional identity (attribution, projection, development and transformation). Professional identity is questioned when care is considered an epistemological and ethical approach to educational relationships, thereby encouraging reflection on the interactive components of identity (projection, disposition, worldview and action plans) and on the meaning of professional competence. This reflection produces transversal implications for teacher professionalization processes, which in turn results in the identification of training devices such as narratives, conversations and reflective and operational practices that help to turn the identity and the moral work of teaching into the central topic. [ABSTRACT FROM AUTHOR]

Dynamics connected to professionalization are often analysed from an individual perspective highlighting individual professionals' struggle for recognition as a professional. This paper looks at the organizational context and its effects on teachers' professional status in the wake of NPM inspired reforms in Finland. Despite the quantitative nature of the Finnish school audit, the design of the evaluation presents a critical translation of the knowledge claims often made in New Public Management audits. By looking at the original research reports and discussions on the audit system, this paper shows how the Finnish school audit conceptualised education as a societal subsystem and school audit as a tool for linking education with other subsystems. The Finnish school audit produces data for educational policy development and the teachers' own use. The article suggests that maintaining occupational professionalism requires both the presence of knowledge for professional application and the absence of knowledge yielding to market or managerial interference. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to unveil opportunities for promoting teacher ethics through quality school-based professional development (S-BPD) programmes to improve teachers' ethical conduct in Tanzanian primary schools. Design/methodology/approach: This qualitative study uses an institutional ethnography design. The data were collected through interviews, focus group discussion, observation and documentary review. Data analysis was guided by Braun and Clarke's (2006) framework of thematic analysis. Findings: Opportunities to promote teacher ethics drew on quality S-BPD programmes. These opportunities include interactions with morally committed teachers, introduction of the civic and moral subject, prevalence of teacher misconduct, ideal school leadership and development and access to affordable technology. Practical implications: The study provides useful insights into how to reshape teachers' ethical competences and to link theory and practice in teaching. Moreover, the study suggests school-based solutions to the problem of resource scarcity for teachers to retool their professional competences. Originality/value: The opportunities revealed are critical for promoting teacher ethics through quality S-BPD programmes in primary schools because teacher ethics is learned. The study offers insights into how to improve teacher ethics in primary schools. It concludes that internalising these opportunities as a whole is vital, as they have the potential to promote teacher ethics in Tanzanian public primary schools. [ABSTRACT FROM AUTHOR]

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study is to determine the influence of variables such as work experience, competence, and work discipline on teacher performance with work motivation as an intervening variable at Nur Al Hiraa Character School. The typ e of re search us ed i n thi s study is explanatory typ e causal research which examines the influence of independent variables on dependent variables. The results of this study show that work experience, competence, work discipline, and work motivation have a significant influence on teacher performance in the f test (simultaneous). It can be concluded that the higher the level of work experience, competence, work discipline, and motivation, the higher the level of teacher performance felt by each teacher. [ABSTRACT FROM AUTHOR]

Early Education is a strategic area for individual and social development. Kindergartens are spaces for ethical practice, where teachers make decisions for the children they are responsible for. The major aim of this theoretical study is to propose approaches to ethical decision-making in working with young children, with the role of improving self-reflection for teachers and future teachers. The secondary aims of the study are: 1. To identify the values and ethical guidelines for ethical-decision in Early Education; 2. To establish core concepts for approaching ethical issues, including the use of ethical codes; 3. To propose case studies in order to stimulate teachers' ethical reflection. A set of basic ideas of professional ethics in Early Education is presented below: (a) The Early Education profession is primarily an emotional, relational and ethical practice. Teachers bring to school their personal values, from the places where they live. (b) In order to make ethical decisions teachers need to understand the difference between the professional ethics area and the personal area. (c) Teachers should not confuse personal dilemmas with professional ethics dilemmas. Our study can provide guidelines for developing a professional learning protocol to support teachers' ethical reasoning. Reflection on issues of ethical practice exposes teachers and future teachers to various perspectives, expanding their knowledge of children and teaching. [ABSTRACT FROM AUTHOR]

An interpretative qualitative research project has been carried out in north‐west Spain (Galicia) with the aim of identifying the priorities which, in the opinion of the different agents involved, constitute the major demands of inclusion for an inclusive social and educational transformation. The data collection technique used was the open interview, through which 44 participants, belonging to different groups (headteachers, teacher‐tutors, specialists, counsellors, families, students, associations and politicians), expressed their experiences in relation to the subject of the study. Content analysis was carried out, through a double coding process combining the deductive and inductive approach, supported by the professional software MAXQDA22. The results reveal three main priorities as the main demands of inclusion in order to move towards inclusive social and educational change: (1) reaching collective agreements, (2) creating micro support networks and (3) strengthening teacher commitment. [ABSTRACT FROM AUTHOR]

Education professionals, such as teachers, policymakers, and school leaders, come to ethical deliberation with diverse views based not only on their different role obligations but also on different epistemic and moral norms. In this paper Daniella Forster argues that mental normativity — the ethics of belief — has professional implications especially significant in education, given the narrowing of teacher education and the polarization of public discourse about educational issues. Using case studies may be useful method for increasing interpersonal reflective equilibrium about ethical issues in education; moreover, Forster suggests here that the moral evaluation of belief practices may also be amendable. Readers are invited to consider how generating insights into the moral evaluation of diverse beliefs and belief practices in education provides additional conceptual tools for elevating public dialogue through normative case‐based dilemmas. [ABSTRACT FROM AUTHOR]

A central problem for phronetic case‐based approaches to the ethics of teaching lies in the proper determination of normative ethical problems. Judgments about the character of normative ethical problems depend in part on background beliefs about what is (or is not) of ethical value. Thus, to distinguish genuinely normative ethical problems, teachers seem to first require knowledge of what is of ethical value, which practical problems themselves cannot generate. To resolve this practical and theoretical problem, Nicolas Tanchuk and Alyssa Emery argue for a Deweyan approach to teacher ethics that asserts two central theses: First, negatively, that inductive evidence warrants skepticism about any normative theory grounded in external reasons — (purported) reasons that are actually or possibly disconnected from an agent's motivational set of beliefs, desires, and dispositions. Second, that a cognitive and affective orientation toward solving problems through learning survives skepticism about external ethical reasons, grounding the commitments of many anti‐oppressive teacher educators. [ABSTRACT FROM AUTHOR]

In this article, Lauren Gatti and Paula McAvoy explain the interdisciplinary methods that they used for developing a theory of professional judgment for teachers that they call the Ethical Long View. In developing the theory, they engaged in empirical inquiry through the solicitation of dilemmas from practicing teachers using an online survey (N = 127) and follow‐up interviews with a subset of survey participants (N = 11). The interviews were developed into qualitative normative cases, which are richly described vignettes of a teacher's dilemma and thinking. In between analyzing the survey data and developing the cases was a philosophically oriented recursive process that was both iterative and interdisciplinary. The qualitative work helped the authors develop the conceptual framework for the Ethical Long View and, at the same time, positioned participants as co‐constructors of the ethical theory. This research draws on the tools of both applied philosophy and social science, but it belongs exclusively to neither. [ABSTRACT FROM AUTHOR]

Early childhood teachers are instrumental in creating cognitively, emotionally, and socially supportive environments for their students and an ethic of care is an integral part fostering such an environment. One possible way to redesign schools is to integrate an ethic of care with the tenets of social and emotional learning (SEL). Although SEL practices, tools, and programs align with understandings of the theory of ethic of care, teachers may continue to struggle on a day-to-day basis as they confront barriers in implementing such supports. In this research study, we explore the barriers teachers face in their schools as they work to understand SEL and grapple to foster an ethic of care in their early childhood spaces. The study participants included 1,313 early childhood teachers (preschool through 2nd grade) from the state of Colorado who filled out an online survey. The findings revealed five dominant barriers: (a) a lack of support, (b) minimal time, (c) scarcity of resources and training, (d) large classes, and (e) a lack of fit between SEL programs and the age groups they taught. The study highlights the need to go beyond supporting teachers' knowledge, skills, and their attitudes in their efforts to foster an ethic of care. [ABSTRACT FROM AUTHOR]

Critical Black women teachers (BWTs) play a vital role in education. They employ pedagogies that are political in nature and effective in outcome, particularly for Black students in urban schools. However, despite their impact, BWTs leave the profession at rates higher than all other teachers. Therefore, this study engaged sista circle methodology to explore how post-service critical BWTs reflected on their teaching experiences, specifically regarding their mental health and the role it had on their decision to leave the profession. Based on the findings, recommendations are made to key stakeholders to support critical BWTs' mental health and sustainability in urban schools. [ABSTRACT FROM AUTHOR]

The article "Deontology and Advocacy" is a review of the work written by Antonio-Enrique Pérez Luño and Enrique Pérez-Luño Robledo. The book addresses topics of advocacy, deontology, professional ethics, and legal education. The authors argue that law faculties and bar associations should promote knowledge of positive law and the ethical training of lawyers. They also highlight the importance of advocacy in defending the rights and interests of citizens and in the pursuit of justice in the rule of law. The work analyzes the evolution of the legal profession and the need to fulfill technical and ethical duties. Additionally, it emphasizes the role of deontology in the moral responsibility of lawyers. The article concludes by highlighting the relevance of the work for those lawyers who wish to carry out their work with technical competence and ethical responsibility. [Extracted from the article]

This research employs a descriptive qualitative approach to examine modern Islamic boarding school management through Amin Abdullah's Interconnected Entities Theory, aiming to address management problems with scientifically-based solutions to achieve comprehensive targets. The theory addresses issues stemming from reliance solely on leadership experience, such as educator competence imbalances, lack of vision, split personality, and neglected values, which are fundamental to shaping the school's vision, mission, goals, and activities. The study explores whether this theory can be a viable solution for the Al-Amanah Al-Gontory Islamic boarding school in South Tangerang and other similar institutions. The research concludes that Amin Abdullah's Interconnected Entities Theory is an effective framework for developing eligible management by targeting monotheism through good parenting (Hadharah an-nashi), enhancing teacher competence through quality education (Hadharah al-ilmi), and fostering social ethics through a balanced social and economic approach (Hadharah falsafiyah). Thus, improving human resource competency is key to achieving comprehensive management outcomes. [ABSTRACT FROM AUTHOR]

This paper stresses the significance of giving a proper place to philosophical learning in the education curriculum. Specifically, this analyzes and evaluates the planning and execution of The Teaching Profession (TP), a professional course being offered to pre-service teachers that highlights historical, legal, and philosophical aspects of teacher preparation in the context of national standards in the Philippine educational system. Consequently, I stress the importance of improving TP's philosophical content and its delivery so educators are properly exposed to theories that should be used for action research in education. In that way, teachers shall be prompted to shape and build minds by transmitting the philosophical skills of critical, creative, and reflective thinking. [ABSTRACT FROM AUTHOR]

Copyright of Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to examine the opinions of Religious Culture and Ethics Teachers (RCET) on mobbing in the workplace. The research focuses on RCET’s definition of mobbing, the reasons for mobbing, the results of mobbing, and the suggestions of RCET to prevent mobbing. This study used the phenomenological method, one of the qualitative research methods. The data obtained from the interview forms were analyzed by the content analysis method. The findings were organized and presented under themes and sub-themes. The study group of the research was determined by a systematic sampling technique, one of the probability-based sampling methods. The study group of the research consisted of 35 RCET working in the middle schools of Mersin central districts in the 2023-2024 academic years. Findings revealed that participants defined the concept of mobbing using terms such as pressure, violence, distress, attack, discomfort, implication, and exposure. It was found that participants expressed reasons for mobbing, such as establishing dominance, jealousy, inadequacy, and conflict of interest. It was determined that participants indicated the results of mobbing, such as asynchrony, inefficiency, failure, resignation, reluctance, and fear-anxiety. The participants suggested solutions such as support, awareness activities, relationships and communication, knowledge of legislation and laws, equality, responsibility, trust, problem identification, solution orientation, and providing education. [ABSTRACT FROM AUTHOR]

This paper explores a novice teacher's experiences and challenges in order to discuss the importance of supporting new teachers. We examine the new identity that novice teachers take on as they enter the workforce, requiring them to bring two competing worlds into dialogue with one another. By highlighting the moments of struggle and uncertainty that one new teacher encountered, the paper calls attention to the need to support new teachers and help them transcend the persistent problem of isolation in the teaching profession. This article identifies how teacher educators can help prepare teacher candidates and novice teachers to respond to challenges. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The recent evolution of Generative Artificial Intelligence (GAI) has already made a tangible impact within the realm of education. Positioned at the forefront of information and digital literacies, teacher librarians (TLs) can be leaders in exploring the potential for AI platforms to transform learning and teaching. This research is based on an exploratory methodology, to investigate how TLs might teach with and about GAI by applying the CATWOE analysis technique [Checkland, P., & Poulter, J. (2006). Learning for action: A short definitive account of soft systems methodology, and its use for practitioners, teachers and students. Wiley.] within the context of three specific GAI platforms. Findings highlight the multifaceted role that TLs can assume, extending beyond the pedagogical integration of GAI to encompass a broader educational mandate: to scaffold students' capabilities as critical and ethical users of these tools in the creation and use of information. [ABSTRACT FROM AUTHOR]

Traction is growing for personalized learning (PL) as an educational innovation that aims to provide learning experiences to meet diverse learning needs. However, little research has investigated how PL is positioned in professional standards that provide guidance on teacher education across content-specific disciplines and for diverse learner populations. Using an alignment methodology, this study identified and analyzed 193 out of 654 educator preparation standard components in the U.S. education system for the presence of teaching practices that may better respond to the need for PL implementation. This research revealed different percentages of standard components reflecting expectations for educators to understand learner characteristics, tailor instruction to learner needs, and advocate for promoting learning outcomes for individual learners. Moreover, noticeable patterns exist among standards across disciplines and for diverse learner populations regarding how they focus on knowledge, competencies, and dispositions in relation to preparing educators for PL implementation. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Field placements are arguably the most crucial component of traditional preservice special education teacher preparation. In field placements, cooperating teachers and university supervisors foster preservice special educators' sense of efficacy to teach, supporting their investment in continuing in the profession. Although ample research indicates the importance of cooperating teachers for preservice teachers' outcomes, little of this research has been conducted with preservice special educators. Moreover, prior research has almost never focused on university supervisors, despite their critical role bridging the relationship between content learned in coursework and the applied practice of special education within placement schools. In this investigation, we examined how preservice special educators' experiences of support from cooperating teachers and university supervisors relate to their teacher self-efficacy and their plans to teach. Analyzing a survey of 154 preservice special educators from six traditional preparation programs, we found that perceptions of university supervisors' support significantly predicted both self-efficacy and plans to teach, whereas perceptions of support from cooperating teachers were unrelated to either outcome. Our findings indicate that university supervisors' roles are crucial for preservice special educators' outcomes, and thus that they could be an important leverage point for improving special education teacher preparation. We call for much more extensive research on university supervisors' roles. [ABSTRACT FROM AUTHOR]

Ecoethics studies the moral relationship among human beings, the environment and its non-human components, whereas education for ecoethics involves a reflexion on how to live, how to make environmental choices and how to think about the consequences of human activities. To promote this reflexion, teachers must be able to teach subjects related to ecoethics, having adequate teacher training in the field. Thus, it was considered pertinent to investigate if and how ecoethics appears in the guiding documents for teachers' practices and in initial and continuing training courses for Portuguese biology and geology teachers, as well as whether these teachers feel they need training in ecoethics. To achieve this, document analysis was carried out, and a questionnaire with both close- and open-ended questions was applied at a national level. The main results show that little emphasis is given to ecoethics both in the guiding documents and in initial and continuing training courses for Portuguese BG teachers; most teachers say that they have not dealt with ecoethics issues in their initial and ongoing teacher training but consider them essential. Given the teachers' influence on students, a focus on teacher training in ecoethics is essential so that they can contribute to solving environmental problems. [ABSTRACT FROM AUTHOR]

This study aims to explore the educational philosophy and the career motivation of preservice teachers at the Tayabas Western Academy, Candelaria, Quezon. This study utilizes a descriptive-correlational methodology. According to Melegrito and Mendoza (2016), is a concept in research that explains and analyzes information contextually. This also centered on the situations of established relationships, perspectives that were retained, and methods or patterns that were currently developing. The following major findings are: pre-service teachers exemplify progressivism and existentialism as educational philosophies when viewed as a whole. However, when classified according to the educational program, essentialism was the dominant educational philosophy for BEEd, BSEd English, and BSEd Filipino courses; perennialism philosophy for BSEd General Science course; and existentialism philosophy for BSEd Social Studies and BSEd Mathematics courses. Likewise, pre-service teachers are 'motivated' to choose teaching as a profession. Therefore, it is reasonable to assume that the Tayabas Western Academy pre-service teachers have diverse educational philosophies and are willing to embrace their chosen field of work although teaching is not a simple job. The results suggest modifications of a proactive approach to education programs in the 21st century to strengthen the caliber of their graduates. [ABSTRACT FROM AUTHOR]

The ethical dimension regarding the use of artificial intelligence is today an obligatory debate in various areas of knowledge. The benefits of AI in education are undeniable, however, invite educators to reflect deeply on the objectives expected to be achieved in learning, as well as the risks that this type of technology presents. A bibliographic review of the ethical aspects of education reveals the existence of various regulations that, from a humanist perspective, point to a responsible use, without losing sight of the fact that the goal is the person and his dignity. Ethics follows technological advances, because the reflection on the proper use of them does not manage to anticipate its rapid implementation. The Beijing Consensus (2019) states that AI must be at the service of education and that it is crucial to promote equitable and inclusive, transparent, and accountable utilization. Building trust must be the fundamental pillar of this ethical construction, which is why it requires school leaders and teachers to reflect on the purpose of use; appropriate training should be promoted; benefits and risks are identified and incorporated throughout the educational community. [ABSTRACT FROM AUTHOR]

This article offers a perspective on teacher education and training for doctoral students in LIS PhD programs. It discusses literature related to doctoral teacher education and training generally and in the LIS discipline in particular and provides an analysis of teacher education curricular offerings and requirements in doctoral programs based in the United States. The article suggests that this function of LIS doctoral studies is inconsistent across programs and potentially affects the quality of education in the LIS field. The article advocates for further discussion and research on the implications of effective doctoral teacher education and training for the profession. [ABSTRACT FROM AUTHOR]

Strong evidence exists for the high vocational calling reported by candidate teachers, but also for the high rates of attrition early in the profession. Current approaches often explain this paradox by the stress associated with first teaching experiences (i.e., vocational stress processes). By contrast, the present study focuses on the stress experienced during teacher education (i.e., academic stress processes), by analyzing the sources of stress and motivation described in writing by French preservice teachers. Using systematic procedures for content analysis (N = 106 autobiographical texts), major results suggest that preservice teachers are mostly motivated by their positive views of the teaching profession, but that the academic demands they face during teacher education challenge their motivation to pursue the career. Implications are drawn on ways to analyze and tackle academic stress processes, in an effort to support candidate teachers' wellbeing and thus limit attrition rates. [ABSTRACT FROM AUTHOR]

This work focuses on the documentary analysis of an extension program entitled "Educa Pontal", carried out through an university/basic education system partnership. The program, result of diagnostic and learning assessment actions, has been carried out since 2019. Through an Extension Management System, the university operationalizes the registration and monitoring of the actions linked to the Program. The objective was to identify and analyze the program's managerial and documentary data. The research approach is qualitative, elaborated by using documentary sources/reports from 2019 to 2021, downloaded from the Management System, categorized and analyzed textually and by descriptive statistics. The results indicate that training processes were developed that covered workshops with the following themes: citizenship, ethics, teaching and learning, skills training, and others, with an average of 100 to over 1,000 participants, being these basic education teachers, managers, and high school students. [ABSTRACT FROM AUTHOR]

This research aims to determine the opinions of Religious Culture and Ethics (RCE) teachers regarding the supervisory duties of middle school principals in teacher inspections. A qualitative research design of a case study was employed in this research. The data collected from the interview forms were analysed using the descriptive analysis method. The findings of the research were organized and presented in themes and sub-themes. The research study's working group was chosen using the homogeneous sampling technique, one of the purposive sampling methods. The research study group for this study consisted of 32 RCE teachers working in middle schools in the central districts of Mersin during the 2023-2024 academic year. According to the research results, most participants (66%) believe that school principals do not adequately fulfil their supervisory duties related to teacher inspections. The participants' reasons for believing that school principals do not adequately fulfil their supervisory duties related to teacher inspections were categorized into two main themes: those stemming from the school principals themselves, and those external to the principals. Participants categorized the problems experienced by RCE teachers during the teacher inspection process as pre-inspection, inspection period, and post-inspection issues. The factors hindering school principals from adequately fulfilling their inspection duties, according to the participants, are categorized as factors originating from school principals, factors originating from teachers, and factors originating from legislation. The proposed solutions of the participants to enable school principals to fulfil their inspection duties adequately are grouped into three categories: solutions related to school principals, solutions related to teachers, and solutions related to the conduct of teacher inspections. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to investigate the desirable characteristics of students with professional teaching experience as industrial education teachers by employing the three rounds of the Delphi method to collect data. The research instrument was a 5-level value assessment scale questionnaire. The data was analyzed using the median, mean, standard deviation, and interquartile ranges. According to the findings, specialists think that, in terms of performance standards, instructors with professional experience must possess characteristics at a high level. In the case of professional ethics, instructors who practice professional experience with pupils must possess the highest levels. Regarding the specialization characteristics of teachers in a specific discipline, students exercising teacher professional experience must possess the maximum level of characteristics. Similarly, experts note that prospective educators must prioritize accountability, punctuality, and specialized operational skills. [ABSTRACT FROM AUTHOR]

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Copyright of Ciencia y Sociedad is the property of Ciencia y Sociedad and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the research reported on here we explored teachers’ understanding of what they perceived as core values of ethical leadership in education. Using qualitative research within an interpretivist design, data were collected through semistructured interviews with teachers and school management team (SMT) members and analysed using Tesch’s coding method. The theoretical underpinnings of the paper are grounded in 3 distinct ethics of care, justice and critique. The findings cannot be generalised since the results highlighted in this article only report on those applicable to this small qualitative sample. The main themes that emerged from the findings included the participants’ understanding of 3 core values of ethical leadership. They emphasised trust, respect and transparency as vital components of ethical leadership. Recommendations include more training and research for secondary school teachers who are not well equipped with the knowledge, skills and tools to approach the needs of disenfranchised and disadvantaged learners at their schools. A more nuanced understanding of transparency in schools, policy and practices is needed. [ABSTRACT FROM AUTHOR]

Currently, there are many problems of an ethical nature, so it is necessary to look for possible solutions. One of them is the code of ethics, which forces people to reflect on their mission and the duties they have towards the environment that surrounds them. The code of ethics of a Catholic school teacher is specific in comparison with other professional codes, because in the behavior and actions of a Christian teacher, everyone should see an evangelical person. [ABSTRACT FROM AUTHOR]

Öğretmenlerin mesleki kimlikleri belirli özelliklere göre sınıflandırılarak mesleki kimlik tipolojileri ortaya çıkmıştır. Mesleki kimlik tipolojisi, bireylerin mesleki anlamda sahip oldukları özelliklerin benzerlikleri ve diğerlerinden farklılıklarına dayalı olarak yapılan kimlik sınıflamasıdır (Sachs, 2005). Beijaard vd. (2000) konu uzmanı, pedagojik uzman, didaktik uzman, uzmanlıklar arası denge kurabilen ve iki uzmanlık alanında yüksek puan alanlar olarak beş farklı öğretmen kimlik tipolojisi belirlemiştir. Atik (2022) öğretmenlerin; teknisyen, sosyal, entelektüel ve eleştirel olarak dört farklı tipolojiye ayrıldığını belirtmiştir. Öğretmenlerin mesleki kimlik tipolojileri incelendiğinde öğretim programına bağlı kalma davranışlarına ilişkin kimlik göstergelerinin bulunduğu görülmektedir. Tasarlanan öğretim programının öğretmen ve diğer paydaşlar tarafından aslına bağlı kalınarak hayata geçirilmesi beklenmektedir (Bümen vd., 2014). Programa bağlılığı sağlamak için öğretmenlere tek bir program verilmesine karşın uygulamada farklılıklar gözlenmektedir (Songer ve Gotwals, 2005). Farklı öğretmen özellikleri, öğretim programlarının benimsenip benimsenmeyeceğinin belirleyici unsurudur (Bümen vd., 2014). Bununla birlikte öğretmenlik mesleki kimlik tipolojileri de programa bağlılığı etkileyebilmektedir. Teknisyen öğretmenler öğretim programlarını uygulayan; entelektüel kimliğe sahip öğretmenler ise yeniliğe açık ve öğretim programlarının dışına çıkarak faydalı olduğuna inanılan bilgileri paylaşanlardır (Atik, 2022). Öğretmenlerin mesleki kimlik tipolojilerinden yola çıkarak teknisyen, sosyal, eleştirel ve entelektüel öğretmen kimliğine sahip öğretmenlerin programa bağlılıklarının ne düzeyde olduğu, mesleki kimlik tipolojisinin farklılaşmasının öğretim programlarına bağlılığa olan etkisinin nasıl olduğu ortaya çıkarılarak alanyazına katkı sağlanacağı düşünülmektedir. Bu amaç kapsamında aşağıda yer alan araştırma sorularına cevap aranmaktadır: (1) Sınıf öğretmenlerinin mesleki kimlik tipolojileri dağılımı nasıldır? (2) Sınıf öğretmenlerinin mesleki kimlik tipolojilerinin öğretim programlarına bağlılıklarını yordama düzeyi nedir? Yöntem: Sınıf öğretmenlerinin mesleki kimlik tipolojileri ile öğretim programlarına bağlılıkları arasındaki yordamsal ilişkinin belirlenmesinin amaçlandığı bu çalışmada ilişkisel tarama modeli kullanılmıştır. Araştırmaya başlamadan önce Muğla Sıtkı Koçman Üniversitesi Sosyal ve Beşeri Bilimler Etik Kurulunun 2022-105 sayılı kararı ile etik kurul onayı alınmıştır. Araştırmanın evrenini Muğla ilinde görev yapan 2142 sınıf öğretmeni, örneklemini ise okulların hizmet alanlarına göre tabakalı örnekleme yöntemi ile seçilen 354 sınıf öğretmeni oluşturmuştur. Araştırmanın verileri Öğretmenlerin Mesleki Kimlik Tipolojileri Ölçeği ve Öğretim Programına Bağlılık Ölçeği ile yüz yüze toplanmıştır. Veriler, kümeleme analizi ve çoklu regresyon analizi ile çözümlenmiştir. Bulgular: Çalışmadan elde edilen bulgulara göre sınıf öğretmenlerinin %33.4’ünün eleştirel, %25.3’ünün entelektüel, %23.8’inin sosyal, %17.5’inin teknisyen kimliğe sahip oldukları belirlenmiştir. Sınıf öğretmenlerin mesleki kimlik tipolojilerinin öğretim programlarına bağlılıklarını yordama düzeyinin incelenmesi amacıyla yapılan regresyon analizi sonuçlarına göre entelektüel ve teknisyen öğretmen kimliği öğretim programına bağlılığı pozitif ve anlamlı olarak yordamaktadır. Buna karşın sosyal ve eleştirel öğretmen kimliği, öğretim programına bağlılığı yordamamaktadır. Sınıf öğretmenlerinin öğretim programlarına bağlılıklarına ilişkin toplam varyansın %22.6’sı öğretmenlerin mesleki kimlik tipolojisi ve demografik değişkenler ile açıklanmaktadır. Tartışma, Sonuç ve Öneriler: Araştırmada, sınıf öğretmenlerinin mesleki kimlik tipolojilerinin dağılımı ve mesleki kimlik tipolojilerinin öğretim programına bağlılıklarını yordama düzeyi belirlenmiştir. Sınıf öğretmenlerinin en baskın eleştirel daha sonra sırasıyla entelektüel, sosyal ve teknisyen mesleki kimlik tipolojisine sahip oldukları sonucuna ulaşılmıştır. Atik (2022) tarafından yapılan çalışmada, öğretmenlerin en fazla entelektüel, en az teknisyen öğretmen kimliğine sahip olduğu belirlenmiştir. Bu araştırmada öğretmenlerin en az teknisyen öğretmen kimliğine sahip oldukları sonucuna ulaşılmıştır. Türkiye’deki programların merkezi olması nedeniyle tüm okullarda uygulanması gereği göz önünde bulundurulduğunda öğretmenlerin genellikle teknisyen mesleki kimlik tipolojisine sahip olmaları beklenmektedir. 1980’li yıllardan beri uygulanan neoliberal politikaların sonucu olarak eğitim sisteminde yaşanan dönüşümlerden öğretmenler de etkilenmiş ve öğretmenlerin mesleki kimliği yeniden tanımlanmıştır. Öğretmen, performans değerlendirmesi ile piyasa ölçütlerinde verimlilik esasına göre çalışması gereken bir uygulayıcı, okul müdürleri de işletme yöneticisi olarak algılanmıştır. Öğrenme ise en iyi standardize testlerle ölçülen çıktı olarak kabul edilmiştir (Şimşek, 2018). Bu bağlamda öğretmenlerden küresel sermayenin çıkarları doğrultusunda hizmet etmesi istenmiş pasif bir rol üstlenen teknisyen öğretmen kimliğini benimsemeleri beklenmiştir. Teknisyen olarak biçimlendirilen öğretmen, düşünmekten çok yapmaya yönlendirilmiştir. Ancak araştırmaya katılan öğretmenlerin kendilerini eleştirel öğretmen olarak ifade ettikleri görülmüştür. Türkiye’de yapılandırmacı kuramın etkisiyle öğrenci merkezli eğitimin benimsenmesi, öğretmenin konumu açısından önemli bir dönüm noktası haline gelmiştir. Bilginin ana kaynağı olarak öğretmenin görevi öğrencinin öğrenmesine rehberlik etmek şeklinde dönüşüm sağlamıştır. Yeni öğrenme ortamı, yeni öğrenen, yeni öğretim programı anlayışı öğretmenlik mesleğinde de bir dizi değişim ve dönüşümü kaçınılmaz kılmıştır. Teknolojinin gelişmesi ve dijitalleşme çağı ile öğretmenin geleneksel, öğretici ve teknisyen rolü zayıflamaya başlamıştır. Yıldız (2017), eğitim sisteminde gerçekleştirilen çeşitli uygulamalar nedeniyle neoliberal politikalar etkisinde gelişen sınava hazırlayıcı teknisyen öğretmen tipolojisinin bugünün öğretmen tipolojisini yansıtmada yeterli olmadığını ifade etmiştir. Öğretmenlik, önceden belirlenen standartların uygulanmasından çok içinde bulunulan ortam ve şartlara göre yaratıcı ve eleştirel düşünmeyi gerektiren bir süreç olarak düşünülmelidir. Araştırma sonucunda, öğretmenlerin mesleki kimlik tipolojilerinin öğretmenlerin öğretim programına bağlılıklarını yordadığı anlaşılmıştır. Teknisyen ve entelektüel öğretmen kimliğinin öğretim programına bağlılığın anlamlı bir şekilde yordadığı, sosyal ve eleştirel kimliğin anlamlı yordamadığı anlaşılmıştır. Sach’a (2005) göre teknisyen öğretmenlerin öncelikli rolü, bilgi aktarmak ve öğretim programını belirlenen süre içinde tamamlamaktır. Entelektüel kimliğe sahip öğretmenler, entelektüel birikim için öğretim programına bağlı kalmanın yanı sıra farklı etkinliklere yer veren öğretmenlerdir. Sosyal ve eleştirel kimliğe sahip öğretmenlerin ise öğretim programına bağlılıklarının düşük düzeyde olduğu sonucuna ulaşılmıştır. Atik (2022) tarafından yapılan çalışmada, sosyal kimliğe sahip öğretmenler plana çok sadık kalmadıklarını, çocuk merkezli çalıştıklarını, eğitim akışını çocuğa göre yönlendirdiklerini ve voleybol, futbol, satranç, dama oynayan sosyal çocuklar yetiştirdiklerini belirtmişlerdir. Bu durum öğrencilerinin sosyal gelişimlerine önem veren, eğitim-öğretime katkı sağlayacak gezi, spor gibi etkinlikler düzenleyen; eşitlik, demokrasi gibi evrensel değerleri kazanmaları için çabalayan sosyal kimliğe sahip öğretmenler için olağan sonuçtur. Sınıf öğretmenlerinin öğretim programlarına bağlılıklarının %22.6’lık kısmını mesleki kimlik tipolojilerinin açıkladığı sonucuna ulaşılmıştır. Başka hangi öğretmen özelliklerinin öğretim programına bağlılığı yordadığına ilişkin araştırmalar yapılabilir. Eğitim fakültelerinde, öğretmen adaylarının yetiştirildiği lisans programlarının geliştirilmesi sürecinde öğretmenlerin mesleki kimlikleri ve onu etkileyen etmenlerin dikkate alınmasının, daha etkili öğretmen yetiştirme programlarının hazırlanmasında etkili olacağı düşünülmektedir. Geliştirilen bu programlarda duyuşsal alan eğitimine önem verilmesinin, öğretmen adaylarının hizmet öncesinden itibaren olumlu bir mesleki kimlik geliştirmelerini sağlayacağı düşünülmektedir. [ABSTRACT FROM AUTHOR]

In the context of international systemic reforms promoting professional standards for teachers and inclusivity of diverse students in schools, this paper presents and demonstrates conceptual means by which educators can critically respond to the uncomfortable couplet of standardisation and difference. This is primarily achieved by theorising alternative ways of making sense of difference. Core to the argument is that standards can become more than prescriptions for educating in the same way when teachers recognise their positionality, examine the socio-cultural context of their work, and take action to ensure equality or equity of opportunity within the classroom. The paper is presented in three sections. The first section addresses the use of teaching standards in the United States and Australia, examining various ways inclusive education is articulated as a standard for practice. The second section engages theory from critical disability studies as a fillip to thinking differently about disability. The final section creates conceptual space for educators to move effectively between different intentions – their own as practitioners, the profession's standards, and socio-material conditions involving ethics and accountability. On the whole, conveyed throughout the paper is the necessity for teachers to orientate towards contextual sense-making of professional standards to support inclusive practice. [ABSTRACT FROM AUTHOR]

This paper describes the processes of embedding Sustainability Justice in secondary education curricula for economic courses in Greece applying the DeCoRe plus methodology and participatory action research. These processes resulted in a reconstructed curriculum that was implemented by nine teachers teaching courses in economics. Sustainability justice emphasizes the ethics and praxis of education for sustainability and requires an understanding of the curriculum as a process and praxis and teaching as an ethical and political praxis. The implementation of the diagnostic evaluation of DeCoRe plus showed that economics teachers in Greece select more behavioral than constructive-emancipatory teaching approaches. On the other hand, the implementation of the reconstructed curriculum units in their courses using the DeCoRe plus methodology revealed a shift from instructive to constructivist and emancipatory teaching and learning approaches. Teachers by the great majority declared the political and ethical perspective of teaching and seeing curriculum as a living text that can always be under the process of deconstruction, construction, and reconstruction. [ABSTRACT FROM AUTHOR]