Volume 7, Issue 3 (6-2024)
Iranian Journal of Educational Sociology 2024, 7(3): 80-87 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Safarpour B. (2024). Teacher Training and Professional Ethics. Iranian Journal of Educational Sociology. 7(3), 80-87. doi:10.61838/kman.ijes.7.3.10
URL: http://iase-idje.ir/article-1-1422-en.html
URL: http://iase-idje.ir/article-1-1422-en.html
PhD, Department of Philosophy of Education, Shiraz University, Shiraz, Iran.
Abstract: (328 Views)
Purpose: Explaining and analyzing the professional and religious ethical needs of the human resources at Farhangian University, with an emphasis on the esteemed faculty members of this university, can be a positive step towards achieving the critical mission of teacher training and education in the country. As indicated by the title of the article, the goal of this research is to analyze the needs of instructors and faculty members in the domain of professional and religious ethics. This article aims to answer the following questions: 1) What professional ethical characteristics do Farhangian University professors need? 2) Do Farhangian University professors possess these characteristics? 3) How can these characteristics be created and reinforced?
Methodology: The research methodology of the present study follows a mixed paradigm and employs descriptive-analytical and descriptive-survey methods.
Findings: In summarizing the findings, it was concluded that: empathy and the development of a spirit of cooperation among students by the professor, campus presidents, providing a foundation for self-confidence, preventing rigid and dogmatic discipline in the educational environment, and adherence to the scientific and cultural norms and regulations of the university are crucial. Therefore, it is expected that the planners and managers of Farhangian University, in addition to issuing directives and regulations, also pay special attention to implementation and practice. Thus, considering the important fact that in universities, education alone does not have a meaningful impact; rather, the educational process includes teaching ethics and institutionalizing it in order to properly implement the quality charter of Iran's teacher training university.
Conclusion: The study underscores the necessity for Farhangian University to integrate ethical training into its educational practices to fulfill its mission effectively.
Methodology: The research methodology of the present study follows a mixed paradigm and employs descriptive-analytical and descriptive-survey methods.
Findings: In summarizing the findings, it was concluded that: empathy and the development of a spirit of cooperation among students by the professor, campus presidents, providing a foundation for self-confidence, preventing rigid and dogmatic discipline in the educational environment, and adherence to the scientific and cultural norms and regulations of the university are crucial. Therefore, it is expected that the planners and managers of Farhangian University, in addition to issuing directives and regulations, also pay special attention to implementation and practice. Thus, considering the important fact that in universities, education alone does not have a meaningful impact; rather, the educational process includes teaching ethics and institutionalizing it in order to properly implement the quality charter of Iran's teacher training university.
Conclusion: The study underscores the necessity for Farhangian University to integrate ethical training into its educational practices to fulfill its mission effectively.
Type of Study: Research Article |
Subject:
Special
Received: 2024/02/10 | Accepted: 2024/04/9 | Published: 2024/07/1
Received: 2024/02/10 | Accepted: 2024/04/9 | Published: 2024/07/1
References
1. Adebayo, A. (2020). Emphasizing Morals, Values, Ethics, and Character Education in Today's Digital Age. SMCC Higher Education Research Journal, 2(1). [DOI:10.18868/sherjba.02.060120.03]
2. Anangisye, W. A. L. (2011). Promoting Teacher Ethics in Colleges of Teacher Education in Tanzania: Practices and Challenge. African Journal of Teacher Education, 1(1). [DOI:10.21083/ajote.v1i1.1578]
3. Astereki, S., Mehrdad, h., & Ghobadian, m. (2022). Identifying the components of the model of professional competencies of educational managers of education organization. Educational Leadership & administration, 2(16), 109-134. http://sanad.iau.ir/fa/Article/856946
4. Boon, H. (2011). Raising the Bar: Ethics Education for Quality Teachers. Australian Journal of Teacher Education, 36(7). [DOI:10.14221/ajte.2011v36n7.2]
5. Burnaz, S., Atakan, M. G. S., & Topcu, Y. I. (2010). Have Ethical Perceptions Changed? A Comparative Study on the Ethical Perceptions of Turkish Faculty Members. Journal of Academic Ethics, 8(2), 137-151. [DOI:10.1007/s10805-010-9115-y]
6. Campbell, E. (2008). The Ethics of Teaching as a Moral Profession. Curriculum Inquiry, 38(4), 357-385.
https://doi.org/10.1111/j.1467-873X.2008.00414.x [DOI:10.1111/j.1467-873x.2008.00414.x]
7. Clarke, M. (2009). The Ethico‐politics of Teacher Identity. Educational Philosophy and Theory, 41(2), 185-200. [DOI:10.1111/j.1469-5812.2008.00420.x]
8. Esmaeel, K., Noghondari, A. T., & Hadis, Z. (2022). Religiosity, Professional Ethics of Accountants and Financial Reporting Fraud. Financial Accounting and Auditing Research, 53(14), 223-254. [DOI:10.30495/faar.2022.691693]
9. Fallahi, A., Shahrbabaki, B. N., Shahoei, R., Aala, F., & Ahmadi, S. M. (2019). Exploring the Components of Professional Ethics in Teaching, From the Perspective of Faculty Members in Iran. Health Education and Health Promotion, 7(2), 95-102.
https://doi.org/10.29252/HEHP.7.2.95 [DOI:10.29252/hehp.7.2.95]
10. Farahani, M. F., & Farahani, F. F. (2014). The Study on Professional Ethics Components Among Faculty Members in the Engineering. Procedia - Social and Behavioral Sciences, 116, 2085-2089. [DOI:10.1016/j.sbspro.2014.01.524]
11. Hadian, S., Havasi soomar, N., Hosseinzadeh Taghvaei, M., Ebrahimi, M. I., & Ranjbaripour, T. (2023). Comparing the effectiveness of acceptance and commitment therapy and reality therapy on the responsibility and self-efficacy of divorced women [Research]. Advances in Cognitive Sciences, 25(3), 47-63. [DOI:10.30514/icss.25.3.47]
12. Hossein Zadeh, I., Ramezani, M., Sanginoorpour, A., Amari, H., & Feghi Farahmand, N. (2022). Competency Model and Ethics with a Successor Approach in The Banking Industry [Research]. Ethics in Science and Technology, 17(2), 117-122. http://ethicsjournal.ir/article-1-2674-en.html
13. Kalantari, E., & Bassijeh, A. (2021). Measuring the Components of Professional Ethics in Banking from the Perspective of Bank Employees in Shiraz. Quarterly Studies in Banking Management and Islamic Banking, 7(17), 109-122. [DOI:10.22034/jifb.2022.304675.1294]
14. Karakose, T. (2007). High School Teachers' Perceptions Regarding Principals' Ethical Leadership in Turkey. Asia Pacific Education Review, 8(3), 464-477.
https://doi.org/10.1007/BF03026474 [DOI:10.1007/bf03026474]
15. Mehrparvar, A., Keshmiri, F., & Jambarsang, S. (2023). Effective Components of Teachers' Professionalism in Viewpoints of Various Stakeholders. Journal of education and health promotion, 12(1), 24. [DOI:10.4103/jehp.jehp_1565_21] [PMID] []
16. Montazer Ataei, M., & Karimi Moonaghi, H. (2022). Policy-making process in the education system (Case study: Faculty of Medical Sciences, Islamic Azad University of Mashhad). Future of Medical Education Journal, 12(2), 35-42. [DOI:10.22038/fmej.2021.55046.1379]
17. Nakar, S., & Olssen, M. (2021). The Effects of Neoliberalism: Teachers' Experiences and Ethical Dilemmas to Policy Initiatives Within Vocational Education and Training in Australia. Policy Futures in Education, 20(8), 986-1003. [DOI:10.1177/14782103211040350]
18. Roux, A. L., & Marais, N. (2013). Teacher Perceptions of Their Ethical Responsibility: The Balancing of Rights. Africa Education Review, 10(4), 709-730. [DOI:10.1080/18146627.2013.853563]
19. Tabsh, S. W., Kadi, H. A. E., & Abdelfatah, A. (2012). Faculty Response to Ethical Issues at an American University in the Middle‐East. Quality Assurance in Education, 20(4), 319-340. [DOI:10.1108/09684881211263957]
20. Taghadosi, M., Valiee, S., & Aghajani, M. (2021). Nursing Faculty's Point of View Regarding Noncompliance With Ethics in Academic Environments: A Qualitative Study. BMC Nursing, 20(1). [DOI:10.1186/s12912-021-00537-y] [PMID] []
21. Taherpour kalantry, M., Porshafei, H., & Ayati, M. (2023). Designing Scenarios for the Development of the Teaching Profession Based on Future Research. Journal of Management and Planning In Educational System, 16(1), 173-198. [DOI:10.48308/mpes.2023.102616]
22. Tielman, K., Wesselink, R., Brok, P. d., & Hirzalla, F. (2022). Profiles in Teachers' Value-Based Tensions in Senior Secondary Vocational Education and Training. International Journal for Research in Vocational Education and Training, 9(3), 316-339.
https://doi.org/10.13152/IJRVET.9.3.2 [DOI:10.13152/ijrvet.9.3.2]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
.jpg)
