Effects of the ‘Framework For Case Analysis’ in pre-service teachers’ professional ethics education

Year 2024, Volume: 13 Issue: 4, 410 - 438, 31.10.2024

Gamze Tezcan

https://doi.org/10.19128/turje.1406671

Abstract

This study aims to examine the effect of the framework proposed for professional ethics courses in teacher education on the pre-service science teachers’ analysis of cases involving ethical dilemmas. The research was designed as a case study. The study group was composed of nine (two males and seven females) pre-service science teachers. Participants were expected to analyze the cases in the ethical dilemma case analysis form without and with the framework. The data were subjected to descriptive analysis within the scope of the steps of the framework. It was found that the framework makes pre-service science teachers to better define the case, produce more than one option for the solution of the case, and evaluate these options by considering their teacher identities and various sources. The decisions taken by the pre-service teachers during the analysis changed and the moral level of their decisions increased when they used the framework.

Keywords

Case analysis, Ethics education, Teacher education

‘Örnek Olay Analiz Çerçevesi’nin öğretmen adaylarının mesleki etik eğitimindeki etkileri

Abstract

Bu araştırmanın amacı, mesleki etik dersinde kullanılması önerilen ‘Örnek Olay Analiz Çerçevesi’nin fen bilimleri öğretmen adaylarının, etik ikilem içeren örnek olayları çözümlemeleri üzerindeki etkisinin incelenmesidir. Araştırma, nitel araştırma desenlerinden durum çalışması olarak tasarlanmıştır. Çalışma grubunu, Eğitimde Etik ve Ahlak dersini alan ve çalışmaya katılmaya gönüllü dokuz (iki erkek, yedi kadın) ortaokul fen bilimleri dersi öğretmen adayı oluşturmuştur. Katılımcılardan, araştırmacı tarafından geliştirilmiş etik ikilemler formunda yer alan ortaokul öğretmenlerinin karşılaşabilecekleri etik ikilemleri içeren sekiz örnek olayı, ‘Örnek Olay Analiz Çerçevesi’ kullanmadan ve kullanarak çözümlemeleri istenmiştir. Veriler betimsel analize tabi tutulmuştur. Sonuç olarak, çerçevenin öğretmen adaylarının olayı daha iyi tanımlamalarına, olayın çözümü için birden fazla seçenek üretmelerine yol açtığı anlaşılmıştır. Ayrıca, öğretmen adayları çerçeve sayesinde, bu seçenekleri öğretmen kimliklerini ve çeşitli kaynakları göz önünde bulundurarak değerlendirmişlerdir. Öğretmen adaylarının aldıkları kararlar çerçeve kullandıklarında değişmiş ve kararların ahlaki düzeyi yükselmiştir.

Keywords

Etik eğitimi, Öğretmen eğitimi, Örnek olay analizi

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