Ethics in education and the ethical dimensions of the teaching profession

Keywords: ethics, ethical dimensions of teaching, ethical rules, teacher attitudes, teaching profession

Abstract

Ethics is a branch of philosophy that examines the principles at the basis of human behavior and discusses concepts such as good, bad, right, and wrong. Teachers need to be made aware of the ethical responsibilities that come with their jobs so that they can act with greater awareness and sensitivity in the classroom, which will improve the overall quality of their interactions with students. Teachers are able to enhance their students' learning, evaluate them in a variety of ways, and give them the opportunity to learn specific material when they organize a variety of activities in the classroom. In order to make the educational process more efficient, educators should conduct themselves with ethical awareness. As a consequence of this, members of the academic community, members of the general public, and teachers can acknowledge the significance of the ethical component of teaching. This article aims to discuss the main reasons that make the teaching profession the subject of ethics, considering the opinions compiled from the literature and increasing the sensitivity of educators on this issue.

This article aims to discuss the main reasons that make the teaching profession the subject of ethics, considering the opinions compiled from the literature and increasing the sensitivity of educators on this issue.

The object of research: Emphasis on ethics is a word we hear in every cornerstone of life, and it is a word that is taken together with manners and decency. Therefore, it is high time to review ethics in teaching to interested readers. The object of this study is to revise the related literature on the concept of ethics and compile significant features in one study.

Problem description: Since ethics is a paramount issue in education, issues such as the ethical dimensions of teaching and what is useful in the teaching profession for teachers or candidates who think of the profession as a sacred duty, teacher-student interaction, the foundations on which educational plans are based, and the ethical aspects of teacher attitudes needs to be investigated.

Suggested solution to the problem: According to the findings of the research, the ethical dimension can be influenced by a number of factors, some of which include the interactions between teachers and students, educational initiatives, the attitudes of teachers, classroom restrictions, and the majority of instructional decisions. As a result, in order to make the process of education more effective, educators should model ethical behavior in their own lives

Downloads

Download data is not yet available.

Author Biography

Yunus Yildiz, Tishk International University,

Department of English Language Teaching

References

Boone, B. (2017). Ethics 101: From altruism and utilitarianism to bioethics and political ethics, an exploration of the concepts of right and wrong. Simon and Schuster, 256.

Doskozhanova, A., Nurysheva, G., Tuleubekov, A. (2016). State policy as virtue in doctrines of plato and Al-Farabi. Man India, 96, 1979–1993.

Celik, B., Yildiz, Y. (2017). Commitment to the teaching profession. International Journal of Social Sciences & Educational Studies, 4 (2), 93–97. doi: https://doi.org/10.23918/ijsses.v4i2sip93

Nasrollahi Shahri, M. N. (2018). The development of teacher identity, emotions and practice: Before and after graduation from an MA TESOL program. System, 78, 91–103. doi: https://doi.org/10.1016/j.system.2018.08.003

Ehrich, L. C., Kimber, M., Millwater, J., Cranston, N. (2011). Ethical dilemmas: a model to understand teacher practice. Teachers and Teaching, 17 (2), 173–185. doi: https://doi.org/10.1080/13540602.2011.539794

Peters, R. S. (2015). Ethics and education (routledge revivals). Routledge. doi: https://doi.org/10.4324/9781315712383

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers college press, 384.

Campbell, E. (2014). Teaching ethically as a moral condition of professionalism. Handbook of moral and character education. Routledge, 117–134. doi: http://doi.org/10.4324/9780203114896-17

Fan, F. A. (2012). Teacher: students’ interpersonal relationships and students’ academic achievements in social studies. Teachers and Teaching, 18 (4), 483–490. doi: https://doi.org/10.1080/13540602.2012.696048

Garcia, P. L. S. (2010). The impact of teacher personality styles on academic excellence of secondary students. Texas A&M University-Kingsville.

Tosun, M., Yildiz, Y. (2015). Extracurricular Activities as Warm-Ups in Language Teaching. International Journal of Social Sciences & Educational Studies, 2 (1), 62–64.

Fisher, W. W., Piazza, C. C., Roane, H. S. (Eds.). (2021). Handbook of applied behavior analysis. Guilford Publications.

Dalton, J., Crosby, P. C. (2010). How We Teach Character in College: A Retrospective on Some Recent Higher Education Initiatives That Promote Moral and Civic Learning. Journal of College and Character, 11 (2). doi: https://doi.org/10.2202/1940-1639.1264

Ali, S. H., Khan, N.-S., Yildiz, Y. (2020). Leadership Effects on CSR Employee, Media, Customer, and NGOs. Management and Economics Research Journal, 6. doi: https://doi.org/10.18639/merj.2020.961566

Nord, W. A. (2014). Religion and American education: Rethinking a national dilemma. UNC Press Books.

Gunbayi, I. (2014). Job Stressors and their effects on academic staff: A case study. International Journal on New Trends in Education & Their Implications, 5 (4), 58–73.

Imanipour, M. (2012). Ethical principles in education. Iranian Journal of Medical Ethics and History of Medicine, 5 (6), 27–41.

Ludlow, C. (2013). Alternative certification pathways: Filling a gap? Education and Urban Society, 45 (4), 440–458. doi: https://doi.org/10.1177/0013124511413916

Darling-Hammond, L. (2012). Powerful teacher education: Lessons from exemplary programs. John Wiley & Sons, 448.

Hsin, A., Felfe, C. (2014). When Does Time Matter? Maternal Employment, Children’s Time With Parents, and Child Development. Demography, 51 (5), 1867–1894. doi: https://doi.org/10.1007/s13524-014-0334-5

Clark, R. M. (2015). Family life and school achievement: Why poor black children succeed or fail. University of Chicago Press.

Buzzelli, C., Johnston, B. (2014). The moral dimensions of teaching: Language, power, and culture in classroom interaction. Routledge. doi: http://doi.org/10.4324/9781315054674

Nucci, L. P., Narvaez, D., Krettenauer, T. (Eds.) (2014). Handbook of moral and character education. New York: Routledge.

Good, T. L., Lavigne, A. L. (2017). Looking in classrooms. Routledge. doi: https://doi.org/10.4324/9781315627519

Kitchen, W. H. (2014). Authority and the Teacher. Bloomsbury Publishing. doi: https://doi.org/10.5040/9781472593399

Gablinske, P. B. (2014). A case study of student and teacher relationships and the effect on student learning. doi: https://doi.org/10.28971/212014gp102

Mazer, J. P. (2013). Associations Among Teacher Communication Behaviors, Student Interest, and Engagement: A Validity Test. Communication Education, 62 (1), 86–96. doi: https://doi.org/10.1080/03634523.2012.731513

Wang, L., Yoon, K.-J. (2022). Knowledge Distillation and Student-Teacher Learning for Visual Intelligence: A Review and New Outlooks. IEEE Transactions on Pattern Analysis and Machine Intelligence, 44 (6), 3048–3068. doi: https://doi.org/10.1109/tpami.2021.3055564

Yildiz, Y. (2015). Time spent in target language-oriented extracurricular activities and foreign language students’ satisfaction. 5th International Research Conference on Education.

Yildiz, Y. (2017). Components of commitment to the teaching profession. International Journal of Social Sciences & Educational Studies, 4 (2), 115–122. doi: https://doi.org/10.23918/ijsses.v4i2sip115

Dogan, S., Pringle, R., Mesa, J. (2016). The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: A review. Professional development in education, 42 (4), 569–588. doi: https://doi.org/10.23918/ijsses.v4i2sip115

Heyneman, S. P., Lee, B. (2016). International organizations and the future of education assistance. International Journal of Educational Development, 48, 9–22.

Yildiz, Y. (2019). EFL Learners’ Needs in Preparatory Schools and Supplementary Techniques to Improve Their Language Proficiency. International Journal of Academic Research in Business and Social Sciences, 9 (1). doi: https://doi.org/10.6007/ijarbss/v9-i1/5460

Yildiz, Y. (2017). Extracurricular activities in the steps of aim-based education. International Journal of Social Sciences & Educational Studies, 4 (2), 129–135. doi: https://doi.org/10.23918/ijsses.v4i2sip129

Savage, J., Savage, J. (2011). Cross-curricular teaching and learning in the secondary school. London: Routledge.

Celik, B., Yildiz, Y. (2019). The role of foreign language culture on teaching the language and learner motivation. International Journal of Social Sciences & Educational Studies, 5 (4), 150–161. doi: https://doi.org/10.23918/ijsses.v5i4p150

Pennington, M. C., Richards, J. C. (2016). Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors. RELC Journal, 47 (1), 5–23. doi: https://doi.org/10.1177/0033688216631219

Sharma, U., Loreman, T., Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of research in special educational needs, 12 (1), 12–21. doi: https://doi.org/10.1111/j.1471-3802.2011.01200.x

Moore, K. D. (2014). Effective instructional strategies: From theory to practice. Sage Publications.

Lapsley, D. K. (2018). Moral psychology. Routledge. doi: https://doi.org/10.4324/9780429498824

Hora, M. T., Oleson, A., Ferrare, J. J. (2013). Teaching dimensions observation protocol (TDOP) user’s manual. Madison: Wisconsin Center for Education Research.

Kehle, T. J., Bray, M. A., Theodore, L. A., Jenson, W. R., Clark, E. (2000). A Multi-Component intervention designed to reduce disruptive classroom behavior. Psychology in the Schools, 3 7(5), 475–481. doi: https://doi.org/10.1002/1520-6807(200009)37:5<475::aid-pits7>3.0.co;2-p

Arneback, E. (2014). Moral imagination in education: A Deweyan proposal for teachers responding to hate speech. Journal of Moral Education, 43 (3), 269–281. doi: https://doi.org/10.1080/03057240.2014.918876

Nassaji, H. (2012). The relationship between SLA research and language pedagogy: Teachers’ perspectives. Language Teaching Research, 16 (3), 337–365. doi: https://doi.org/10.1177/1362168812436903

Abell, S. K., Appleton, K., Hanuscin, D. L. (Eds.). (2013). Handbook of research on science education. Routledge.

Day, C., Gu, Q., Sammons, P. (2016). The Impact of Leadership on Student Outcomes. Educational Administration Quarterly, 52 (2), 221–258. doi: https://doi.org/10.1177/0013161x15616863

Philip, T. M., Gupta, A., Elby, A., Turpen, C. (2017). Why Ideology Matters for Learning: A Case of Ideological Convergence in an Engineering Ethics Classroom Discussion on Drone Warfare. Journal of the Learning Sciences, 27 (2), 183–223. doi: https://doi.org/10.1080/10508406.2017.1381964

Carter, A. (2011). Environmental ethics. Understanding the environment and social policy. Policy Press, 111–130. doi: http://doi.org/10.2307/j.ctt1t89gc5.13

de Almeida, A. L. S. (2019). Agent particularism: the ethics of human dignity. E-Kutub Ltd.

Kezar, A. (2013). Examining Non-Tenure Track Faculty Perceptions of How Departmental Policies and Practices Shape Their Performance and Ability to Create Student Learning at Four-Year Institutions. Research in Higher Education, 54 (5), 571–598. doi: https://doi.org/10.1007/s11162-013-9288-5

Tuckman, B. W., Harper, B. E. (2012). Conducting educational research. Rowman & Littlefield Publishers.

Redclift, M., Woodgate, G. (2013). Sustainable Development and Nature: The Social and The Material. Sustainable Development, 21 (2), 92–100. doi: https://doi.org/10.1002/sd.1560

Sterckx, S., Raus, K., Mortier, F. (Eds.) (2013). Continuous sedation at the end of life: Ethical, clinical and legal perspectives. Cambridge University Press. doi: https://doi.org/10.1017/cbo9781139856652

Lee, S. T., Cheng, I.-H. (2010). Characteristics and Dimensions of Ethical Leadership in Public Relations. Journal of Public Relations Research, 23 (1), 46–74. doi: https://doi.org/10.1080/1062726x.2010.504790

Yildiz, Y., Dayan, S. (2022). A Tiny Look at Hizmet (Service) Movement Teachers’ Diplomatic Mission. International Journal of Social Science Research and Review, 5 (6), 188–191. doi: http://doi.org/10.47814/ijssrr.v5i6.277


👁 91
⬇ 46
Published
2022-08-31
How to Cite
Yildiz, Y. (2022). Ethics in education and the ethical dimensions of the teaching profession. ScienceRise, (4), 38-45. https://doi.org/10.21303/2313-8416.2022.002573
Section
Lifelong learning and professional development