Öğretim Görevlilerinin Öğrenci Etik Değerlerini Uygulamalarında Birbirleri Arasındaki Farklılıklar

Yıl 2021, Cilt: 8 Sayı: 2, 787 - 799, 01.11.2021

Yener Keleş

https://doi.org/10.21666/muefd.857370

Öz

Yüksek öğrenimde profesyonelliğin etik boyutlarına dair tartışma, sıkıntı yaratan durumlarda sosyal bilimciler ve eğitim politikalarını oluşturanlar tarafından sürekli olarak yenilenmektedir. Eğitim dışındaki disiplinlerde etik sorunlarla ilgili çok sayıda araştırma yapılmaktadır. Bu eğilimin sonucu olarak, son yıllarda etik kurallar alanı eğitim bilimlerinde ilgi odağı haline gelmiştir. Muğla Sıtkı Koçman Üniversitesi Yabancı Diller Yüksekokulundaki öğretim görevlileri ile yapılan bu araştırmada öğretim görevlilerinin ‘Öğrencilere Karşı Etik Kuralları’ uygulamalarında önemli farklılıklar olup olmadığını belirlemek suretiyle, yüksek öğrenimde profesyonel etik kurallara dair yapılan araştırmalara katkıda bulunulması hedeflenmektedir. Öğretim görevlilerine uygulanan ön test ve son test arasında anlamlı farklılıklar bulunmuştur. Ön test ve son test arasındaki anlamlı farklılıklar, çalışmada kullanılan ‘Öğrencilere Karşı Etik Kurallar’ ölçeğinin iki maddesi için geçerlidir: ‘Farklı öğrencilerin çeşitli öğrenme ihtiyaçlarını karşılama’, ‘disiplin dahilindeki sorunları, okul politikaları ve kanunlara göre çözme.’ Bu anlamlı farklılıklar, Muğla Sıtkı Koçman Üniversitesi Yabancı Diller Yüksekokulundaki öğretim görevlilerinin farklı öğrencilerin çeşitli öğrenme ihtiyaçlarını karşılayıp karşılamadıklarından ve disiplin dahilindeki sorunları okul politikaları ve kanunlara göre çözüp çözmediklerinden emin olmadıklarını göstermektedir.

Anahtar Kelimeler

Eğitimde etik değerler, ilgi etik değeri, etik profesyonelizm, etik bilgisi, pedagoji bilgisi

Destekleyen Kurum

yok

Proje Numarası

yok

Teşekkür

Bu çalışmanın meşakatli veri toplama sürecinde katkılarını esirgemeyen meslektaşlarıma ve öğrencilerimize minnetimi arz ederim

Differences among Lecturers in Their Application of Ethical Code towards Students: A Case Study

Öz

The debate on the ethical aspects of professionalism in higher education has constantly been renewed in challenging circumstances by scholars and policymakers. There has been a great deal of research on ethical matters in disciplines other than education as a result of this trend, and the field of ethics has been the focus of interest in education over recent years. Drawing on a study conducted with students at Muğla Sıtkı Koçman University, Preparatory School of English, this article aims to contribute to the research on professional ethics in higher education by determining if there are any significant differences amongst teachers in their application of ethical codes towards students at the Preparatory School of English in Turkey. Significant differences have been found between the pre-test and post-test for ethical principles catering for the varied learning needs of diverse learners and seeking to resolve problems, including discipline, according to law and school policy.

Anahtar Kelimeler

code of ethics in teaching, ,ethic of care, , ethical professionalism in teaching, the knowledge of content

Proje Numarası

yok

Kaynakça

• Ajayi, B.T. (2015). Resolving Secondary School Student’ Discipline Problems Through School Wide Positive Behavioural Supports. Academic Discourse: An International Journal. 8(1), 1-8.
• Akçatepe, G. et al (2016). Professional Ethical Principles for Special Education Teachers. SDU International Journal of Educational Studies. 3(1), 27- 44.
• Allard, Andrea 2008, Teachers' professional ethics and student relationships : how do these connect?, in NZARE 2008 : New Zealand Association of Research in
• Education Conference : Education in Change: Policies, research and practice to improve student outcomes, Massey University, Palmerston North, New Zealand http://dro.deakin.edu.au/eserv/DU:30018326/allard-teachersprofessional-2008.pdf
• Barret, D.E. et al (2012). How do teachers make judgments about ethical and unethical behaviors? Towards the development of a code of conduct for teachers. Teaching and Teacher Education, 28(2012), 890-898.
• Bailey, K. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In H. Seliger & M. Long (Eds), Classroom oriented research in second language acquisition (pp. 67-102). Rowley, MA: Newbury House.
• Beltran, M. M. & Peercy, M.M. (2014). Collaboration to teach English Language learners: Opportunities for Shared Teacher Learning. Teachers and Teaching: theory and Practice. 20(6), 1-17.
• Bhowmik, M. et al (2013). The Role of Pedagogy in Effective Teaching. Basic Research Journal of Education Research and Review. 2(1), 1-5.
• Boon, H. J. (2011). Raising the bar: Ethics Education for Quality Teachers. Australian Journal of Teacher Education. 36(7), 104-121.
• Brown, H.D. (2007). Principles of Language Learning and Teaching. New York: Pearson Education.
• Bourke, R and O'Neill J (2008) Professional Development for Ethical Teaching. The New Zealand Annual Review of Education 18,107-122
• Bucholz, J.L. & Sheffler, J.L. (2009). Creating a Warm and Inclusive Classroom Environment: Planning for All Children to Feel Welcome.Spring.2 (4). 1-14.
• Campbell, E. (2003) The Ethical Teacher. Open University Press, Maidenhead & Philadelphia.
• Ehrich, L.C., et al (2011). Ethical Dilemmas: a model to understand teacher practice. Teachers and teaching: theory and practice, 17(2), 173-185.
• Eraut, M (1993). The Characterization and Development of Professional Expertice in School Management and in Teaching. Educational Management and Administration, 21(4), 223-232.
• Freakley, M. & Burgh, G. (2000) Engaging with Ethics: Ethical Inquiry for Teachers. Social Science Press, Katoomba, NSW Fullan, M., & Hargreaves, A. (1993). Teacher Development and Educational Change. London: Falmer.
• Goe, L. et al (2008). Approaches to Evaluating Teacher Effectiveness: A research Synthesis. Washingon, D.C.: National Comprehensive Center for Teacher Quality. Hammond, L.D. (2012). Creating a Comprehensive System for Evaluating and Supporting Effective Teaching. Stanford: Stanford Center for Opportunity policy in Education.
• Hargreaves, A. (1994). Changing Teachers, Changing Times: Teachers' Work and Culture in Postmodern Age. In M. Thompson (ed). Professional ethics and the teacher: Towards a General Teaching Council (pp. 52-54). England: Trentham Books Limited.
• Haynes, F. (1998) The Ethical School. Routledge, London.
• Higgins, C. (2003). Teaching and the good life: A critique of the ascetic ideal in education. Educational Theory, 53(2), 131–154. Livia Iacovino (2002) Ethical Principles and Information Professionals:
• Theory, Practice and Education. Australian Academic & Research Libraries, 33:2, 57-74, DOI:10.1080/00048623.2002.10755183
• Logan, J.G. (2003). Classroom Management: Techniques, Policies, Procedures, and Programs to Ensure that Disciples Rules in Classroom. U.S. Department of Education.
• Malo, M. (2015). Professional Ethics of Teachers in Educational Institutions. International Research Journal of Interdisciplinary& multidisciplinary Studies. (18), 94-98. Newman, L and Pollnitz, L (2002) Professional, ethical and legal issues in early childhood. Frenchs Forest, NSW: Pearson Sprint Print
• Noddings, N. (1984) Caring: A feminine approach to ethics and moral education. In K.A. Strike & P.L. Ternasky (Eds.), Ethics for Professionals in Education: Perspectives for Preparation and Practice (pp.43-52). New York: Teachers College Press.
• Noddings, N (1993). Caring: A feminist perspective. In M. Thompson (1997). Professional ethics and the teacher: Towards a General Teaching Council (pp. 35-37). England: Trentham Books Limited.
• O’Neill, J. and Bourke, R. (2010). Educating Teachers about a Code of Ethic. Ethics and Education. 5(2), 159- 172.
• Owens, L.M. and Ennis, C.D (2005). The Ethic of Care in Teaching: An Overview of Supportive Literature. Quest, 57, 392-425.
• Pathan, A. and Singh, P.S.(2010). Culminating Professional Ethics to Reduce ZPD in Teacher Education. Learning Community. 1, 58-62.
• Piquemal, N. (2004). Teachers’ Ethical Responsibilities in a Diverse Society. Canadian Journal of Educational Administration and Policy. 32, 1-18.
• Proper, Eve (2012). Toward a Code of Conduct for Graduate Education. New Directions for Higher Education. 160 (49-59).
• Rosen, L. (1992). School Discipline Practices. A Manuel for School Administrators. School Justice Institute. Perrysburg, OH.
• Seghedin, E. (2014). From the Teachers Professional Ethics to the Personal Professional Responsibility. Acta Didactica Napocensia. 7(4), 13-22.
• Shortt, D & et al (2011). Teaching, Morality, Responsibility: A Structuralist Analysis of a Teacher's Code of Conduct. Teaching and Teacher Education. 28, 124-131. Silverman, M. (2012). Virtue Ethics, Care Ethics and ‘The Good Life of Teaching’. Action for Change in Music.11(2), 96-122.
• Singer, P. (2001) Writings on an Ethical Life. Harper Collins Publishers, Great Britain.
• Starratt, Robert J (1994). Building an Ethical School: A Practical Response to the Moral Crisis in Schools. Florence, KY, USA: Routledge.
• Strike, K. A., & Ternasky, P. L (1993) Ethics for Professionals in Education: Perspectives for Preparation and Practice. New York: Teachers College Press. Sultana, M.(2014). Ethics in Teaching Profession. ABC Journal of Advanced Research. 3(1), 44-50.
• Thompson, M(1997). Professional ethics and the teacher: Towards a General Teaching Council. England: Trentham Books Limited.
• Turkkahraman, M (2012). The Role of Education in Societal Development. Journal of Educational and Instructional studies in the World. 2(4), 38-41