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UYGULAMA VE ETİK DEĞERLENDİRMELER: GERÇEK VE BEKLENEN DAVRANIŞLAR ARASINDAKİ FARK

Yıl 2011, Cilt: 7 Sayı: 2, 230 - 246, 14.01.2013

Anjum Naz Abida Nasreen Riffat Un Nisa Awan Ghazala Noureen

Öz

Öğretim uygulamaları ya da staj etkinlikleri lisans ve lisans sonrası ders müfredatlarından ziyade değerler ve etik konularla daha yakından ilişkilidir. Bu çalışmanın ortaya çıkmasına sebep olan varsayım, öğrencilerin uygulama süresince danışmanların ya da kurumların etik olmayan davranışlarından dolayı stres hissetmeleridir. Fakülte danışmanlarının ve koordinede bulunulan kurumların uygulama esnasında izlediği etikler nelerdir?  Danışmanların etik olmayan davranışlarının altında yatan sebepler nelerdir? Danışmanların ve koordinede bulunulan kurumların uygulama esnasında takip etmesi gereken etik unsurlar nelerdir? Bunlar çalışmada cevapları bulunmaya çalışılmış sorulardır. Araştırmacılar Punjab'da 5 devlet üniversitesi seçmişlerdir.  Bu çalışmaya katılan tüm öğretmen öğrenciler çalışmanın evrenini oluşturmaktadır. Bu öğrencilerin dışından araştırmacılar her üniversiteden random olarak uygulamalarını başarı ile tamamlamış toplam 36 öğrenci seçmişlerdir.. Çalışma öğrenci, danışman ve kurumların etik görüşlerle ilgili cevaplarının bir analizidir.  Sonuçlar incelendiğinde etik olmayan davranışların sebepleri şunlar olarak bulunmuştur; danışman ve kurum yöneticilerinin etik kod eksikliği, uygulama ile ilgili sorumluluklara karşı ilgisizlik, ilgi karşıtlığı, öğrencilerin ciddi olmayan tutumları, ilişkilerdeki tutarsızlık, uygulamaların gerçekleşmesi için gerekli etkinliklerde farklılık eksikliği.

Anahtar sözcükler: Uygulama, Staj Etkinlikleri,Etik

Anahtar Kelimeler

-

Kaynakça

  • Bogo, M. & Vayda, E. (1998) The practice of field Instruction in social work: theory and proces., 2nd ed, University of Toronto Press, Toronto.
  • Callan, J. E. & Bucky, S. F. (2005). Ethics in the teaching of mental health professionals.
  • Trauma,11(3),287-309 of Aggression, Maltreatment
  • & Campbell-Evans, G. & Maloney, C. (1997) An alternative practicum curriculum: exploring roles and relationships, Asia-Pacific Journal of Teacher Education,25(1),35-52
  • Carter, D. (1999). Extending supervisory reach: using new information management technology in the teacher education practicum, Technology, Pedagogy and Education,8(3),321-333
  • Carter, D. (2005). Distributed practicum supervision in a managed learning environment (MLE),Teachers and Teaching,11(5),481-497
  • Clergy, W. & Ellen, C. F. (2001). A System of Value-based Ethics. City University Seattle, Washington.
  • CIDA, (2008). International Conference on “Transforming Teachers Education: Improving practicum and Internship. Organized by CIDA, (Canada Pakistan Basic education Program-CPBEP) and Higher Education Commission Pakistan. 26 -28 March, 2008, Lahore. th th
  • Crespi, T. D. & Lopez, P. G. (1999). Practicum and ınternship supervision in the schools. The Clinical Supervisor,17(2),113-126
  • Dayan, Y. (2008). Towards professionalism in early childhood practicum supervision - a personal journey, European Early Childhood Education Research Journal,16(2),153-170
  • Degago, A. T. (2007). Using reflective journals to enhance impoverished practicum placements: A case in teacher education in Ethiopia, Teaching Education,18 (4), 343-356
  • Gillam, S. L.& Crutchfield, L. B. (2001). Collaborative group supervision of practicum students and interns. The Clinical Supervisor, 20(1),49-60
  • Henderson, C. E., Cawyer, C. S.& Watkins Jr., C. E. (1999). A comparison of student and supervisor perceptions of effective practicum supervision. The Clinical Supervisor,18(1),47-74
  • Lee, K. V.(2007). Caesar‟s closure: terminating a practicum field experience, Reflective Practice,8(4),545-550.
  • Lee, R. W. & Cashwell, C. S.(2002). Ethical issues in counseling supervision, The Clinical Supervisor, 20(2), 91-100.
  • Loughran, J. J. (2002) Effective reflective practice: in search of meaning in learning about teaching, Journal of Teacher Education, 53(1), 33–43.
  • Martens, B. (2001), Website on computer ethics, supporting [Martens, 2000],
  • accessed 7th June 2005 online
  • http://www.khleuven.be/publicaties/elfdegebod.
  • Mau, R. Y. (1997). Concerns of student teachers: implications for improving the practicum. Asia-Pacific Journal of Teacher Education, 25 (1), 53- 66.
  • Miller, J. & Koerin, B. (2001). Gatekeeping in the practicum, The Clinical Supervisor, 20 (2), 1-18
  • Morton, L. L., Vesco, R., Williams, N. H., & Awender, M. A. (1997). Student teacher anxieties related to class management, pedagogy, evaluation, and staff relations. British Journal of Educational Psychology. 67, 69-89.
  • Ortlipp, M. (2003). The risk of voice in practicum assessment, Asia-Pacific Journal of Teacher Education,31(3), 225- 237
  • Patterson, P. (1997). From the classroom to the courtroom: Ethics professors as expert witnesses, Journal of Mass Media Ethics,12(2),96-100
  • Santoro, N. (1997). The construction of teacher identity: an analysis of school practicum discourse, Asia-Pacific Journal of Teacher Education,25(1), 91- 99
  • Sharpe, L., Moo, S., Crawford, L. and Goprnathan, S. (1994). Teacher supervision patterns and discourse. Singapore: National Institution of Education.
  • Smith, K. & Lev-Ari, L. (2005). The place of the practicum in pre-service teacher education: the voice of the students, Asia-Pacific Journal of Teacher Education, 33(3), 289-302
  • Spooner-Lane, R.S., Tangen, D.J. and Campbell, M. A. (2009). The complexities of supporting Asian international pre-service teachers as they undertake practicum,
  • Education,37(1),79- 94
  • Asia-Pacific Journal of Teacher Tessema, K. A. (2008). An exploration for a critical practicum pedagogy: dialogical relationships and reflections among a group of student teachers, Educational Action Research, 16(3), 345-360
  • Turnbull, M. (2005). Student teacher professional agency in the practicum, Asia-Pacific Journal of Teacher Education,33(2),195-208
  • Usher, B. (2001) Discussion Paper. ATEA Conference- Teacher Education: Change of Heart, Mind and Action. 24-26 September 2001. Melbourne. Vickers, M., Harris, C.& McCarthy, F. (2004). University-community engagement: exploring service-learning options within the practicum, Asia-Pacific Journal of Teacher Education,32(2),129-141
  • Walsh, K. & Elmslie, L. (2005). Practicum pairs: an alternative for first field experience in early childhood teacher education, Asia-Pacific Journal of Teacher Education,33(1),5- 21

Yıl 2011, Cilt: 7 Sayı: 2, 230 - 246, 14.01.2013

Anjum Naz Abida Nasreen Riffat Un Nisa Awan Ghazala Noureen

Öz

Anahtar Kelimeler

Practicum Teaching Practice Ethics

Kaynakça

  • Bogo, M. & Vayda, E. (1998) The practice of field Instruction in social work: theory and proces., 2nd ed, University of Toronto Press, Toronto.
  • Callan, J. E. & Bucky, S. F. (2005). Ethics in the teaching of mental health professionals.
  • Trauma,11(3),287-309 of Aggression, Maltreatment
  • & Campbell-Evans, G. & Maloney, C. (1997) An alternative practicum curriculum: exploring roles and relationships, Asia-Pacific Journal of Teacher Education,25(1),35-52
  • Carter, D. (1999). Extending supervisory reach: using new information management technology in the teacher education practicum, Technology, Pedagogy and Education,8(3),321-333
  • Carter, D. (2005). Distributed practicum supervision in a managed learning environment (MLE),Teachers and Teaching,11(5),481-497
  • Clergy, W. & Ellen, C. F. (2001). A System of Value-based Ethics. City University Seattle, Washington.
  • CIDA, (2008). International Conference on “Transforming Teachers Education: Improving practicum and Internship. Organized by CIDA, (Canada Pakistan Basic education Program-CPBEP) and Higher Education Commission Pakistan. 26 -28 March, 2008, Lahore. th th
  • Crespi, T. D. & Lopez, P. G. (1999). Practicum and ınternship supervision in the schools. The Clinical Supervisor,17(2),113-126
  • Dayan, Y. (2008). Towards professionalism in early childhood practicum supervision - a personal journey, European Early Childhood Education Research Journal,16(2),153-170
  • Degago, A. T. (2007). Using reflective journals to enhance impoverished practicum placements: A case in teacher education in Ethiopia, Teaching Education,18 (4), 343-356
  • Gillam, S. L.& Crutchfield, L. B. (2001). Collaborative group supervision of practicum students and interns. The Clinical Supervisor, 20(1),49-60
  • Henderson, C. E., Cawyer, C. S.& Watkins Jr., C. E. (1999). A comparison of student and supervisor perceptions of effective practicum supervision. The Clinical Supervisor,18(1),47-74
  • Lee, K. V.(2007). Caesar‟s closure: terminating a practicum field experience, Reflective Practice,8(4),545-550.
  • Lee, R. W. & Cashwell, C. S.(2002). Ethical issues in counseling supervision, The Clinical Supervisor, 20(2), 91-100.
  • Loughran, J. J. (2002) Effective reflective practice: in search of meaning in learning about teaching, Journal of Teacher Education, 53(1), 33–43.
  • Martens, B. (2001), Website on computer ethics, supporting [Martens, 2000],
  • accessed 7th June 2005 online
  • http://www.khleuven.be/publicaties/elfdegebod.
  • Mau, R. Y. (1997). Concerns of student teachers: implications for improving the practicum. Asia-Pacific Journal of Teacher Education, 25 (1), 53- 66.
  • Miller, J. & Koerin, B. (2001). Gatekeeping in the practicum, The Clinical Supervisor, 20 (2), 1-18
  • Morton, L. L., Vesco, R., Williams, N. H., & Awender, M. A. (1997). Student teacher anxieties related to class management, pedagogy, evaluation, and staff relations. British Journal of Educational Psychology. 67, 69-89.
  • Ortlipp, M. (2003). The risk of voice in practicum assessment, Asia-Pacific Journal of Teacher Education,31(3), 225- 237
  • Patterson, P. (1997). From the classroom to the courtroom: Ethics professors as expert witnesses, Journal of Mass Media Ethics,12(2),96-100
  • Santoro, N. (1997). The construction of teacher identity: an analysis of school practicum discourse, Asia-Pacific Journal of Teacher Education,25(1), 91- 99
  • Sharpe, L., Moo, S., Crawford, L. and Goprnathan, S. (1994). Teacher supervision patterns and discourse. Singapore: National Institution of Education.
  • Smith, K. & Lev-Ari, L. (2005). The place of the practicum in pre-service teacher education: the voice of the students, Asia-Pacific Journal of Teacher Education, 33(3), 289-302
  • Spooner-Lane, R.S., Tangen, D.J. and Campbell, M. A. (2009). The complexities of supporting Asian international pre-service teachers as they undertake practicum,
  • Education,37(1),79- 94
  • Asia-Pacific Journal of Teacher Tessema, K. A. (2008). An exploration for a critical practicum pedagogy: dialogical relationships and reflections among a group of student teachers, Educational Action Research, 16(3), 345-360
  • Turnbull, M. (2005). Student teacher professional agency in the practicum, Asia-Pacific Journal of Teacher Education,33(2),195-208
  • Usher, B. (2001) Discussion Paper. ATEA Conference- Teacher Education: Change of Heart, Mind and Action. 24-26 September 2001. Melbourne. Vickers, M., Harris, C.& McCarthy, F. (2004). University-community engagement: exploring service-learning options within the practicum, Asia-Pacific Journal of Teacher Education,32(2),129-141
  • Walsh, K. & Elmslie, L. (2005). Practicum pairs: an alternative for first field experience in early childhood teacher education, Asia-Pacific Journal of Teacher Education,33(1),5- 21
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Anjum Naz Bu kişi benim

Abida Nasreen Bu kişi benim

Riffat Un Nisa Awan Bu kişi benim

Ghazala Noureen Bu kişi benim

Yayımlanma Tarihi 14 Ocak 2013
Gönderilme Tarihi 14 Aralık 2012
Yayımlandığı Sayı Yıl 2011 Cilt: 7 Sayı: 2

Kaynak Göster

APA Naz, A., Nasreen, A., Awan, R. U. N., Noureen, G. (2013). UYGULAMA VE ETİK DEĞERLENDİRMELER: GERÇEK VE BEKLENEN DAVRANIŞLAR ARASINDAKİ FARK. Eğitimde Kuram Ve Uygulama, 7(2), 230-246.