Qualitative Study of Factors Affecting the Development of Professional Ethics of Iranian EFL Student Teachers
Akhlāq-i zīstī i.e., Bioethics Journal,
Vol. 14 No. 39 (1403),
28 June 2024
,
Page 1-15
https://doi.org/10.22037/bioeth.v14i39.45635
Abstract
Background and Aim: Professional ethics is considered one of the most important characteristics of teachers and student teachers, and examining the factors influencing it is essential. Therefore, the present study was conducted with the aim of investigating the factors affecting the development of professional ethics among English language teaching students.
Methods: The method was qualitative, and since the goal was to investigate the student teachers' perception of factors affecting professional ethics, the phenomenology method was used. The participants of this research were 18 people (10 girls and 8 boys) of these student teachers in the academic year 2018-2019, who were selected by the purposeful sampling method of the standard type (getting a high grade in the course of professional ethics) and this sampling continued until the theoretical saturation of the data was reached. The research tool was a semi-structured interview, which was done through prior appointment. The obtained data were analyzed by the Colaizzi method, and the results were evaluated using Guba and Lincoln's four criteria.
Ethical Considerations: In conducting the research, the principles of ethics in research such as trustworthiness and accurate reporting of data were observed. The present study was extracted from the doctoral thesis of the first author with code 15932/32/D.
Results: The findings obtained from a semi-structured interview with student teachers of English, in the form of five themes: "continuous education and self-awareness", "commitment to learning and teaching", "ethics and professional behavior", "responsibility and accountability" and "culture building and social values" were categorized.
Conclusion: Based on the findings, in addition to the internship courses for English language student teachers, it is essential to focus on their continuous education and self-awareness through training workshops, holding professional commitment and ethics courses conducted by experienced language teachers, and organizing in-service training programs for students aimed at enhancing responsibility and fostering a culture of professional ethics.
- Professional ethics
- Teacher
- Student teacher
- English language
How to Cite
References
Soltaninejad N, Salari Chineh P, Tavan A, Manzari Tavakoli V. Teacher professional ethics education (with emphasis on Islamic rights and duties) at Farhangian University (effectiveness; challenges and solutions). Ethical Reflections. 2023; 4(1): 105-23. [Persian]
Karimi A, Bastami H. Designing a model of professional ethics for athletes. cultural- Social studies of Olympic. 2024; 1(1): 75-87. [Persian]
Farzaneh AH. Religious principles, presuppositions of professional ethics of teachers and faculty members of universities. Ethical research. 2022; 19(12): 141-60. [Persian]
Alborzi M, Khoshbakht F, Damiri N. Identifying school factors affecting the moral education of primary school students from the teachers' point of view: a qualitative study. Quarterly Journal of Education Studies. 2023; 9(35): 1-16. [Persian]
Mozaffari S, Mohammadi R, Rozgar M. The relationship between ethical climate and professional ethics with the mediating role of primary school teachers' job enthusiasm. Quarterly magazine of transcendental education. 2023; 3(3): 80-95. [Persian]
Salari Chineh P, Tavan A, Soltani Nezhad N, Manzari Tavakoli V. A Model of Professional Ethics Education for the Student-Teachers at Teacher Training University: A Qualitative Study. Journal of higher education curriculum studies. 2023; 14(27): 143-69. [Persian]
Esfahani M, Shahi B. A reading on the professional ethics of teachers in the level of Nahj al-Balaghah. A new approach to children's education quarterly. 2021; 3(4): 58-71. [Persian]
Goodarzi S, Imanzadeh M, Javid M, Amirhosseini SE. Investigating the Relationship Between Professional Ethics of Physical Education Teachers and Their Work Engagement with the Mediator Role of Self-Efficacy and Psychological Empowerment. Journal of School Psychology. 2023; 11(4): 92-105. [Persian]
Ayeni AJ. Teachers’ Professional Ethics and Instructional Performance as Correlates of Students’ Academic Performance in Secondary Schools in Owo Local Government, Ondo State, Nigeria. Advances in Social Sciences Research Journal. 2018; 5(8 SE-Articles): 611-622.
Bashokooh Ajirloo H, Zahed Babelan A, Akbari T, Khalegh khah A. Presenting the model of using talents and its role in the professional ethics of primary school teachers. Bioethics Journal. 2022; 12(37): 1-16. [Persian]
Jalili F, Hashemi Z. Structural relations of religious orientation with teachers ' professional ethics: the role of moral development. Applied Issues in Islamic Education and Training. 2023; 8(1): 67-84. [Persian]
Khorooshi P. The Prespectives of Teacher Training University Graduates on the Efficiency of Internship Courses in Increasing Student-Teacher Professional ability. Journal of Curriculum Studies. 2022; 17(64): 217-48. [Persian]
Ramezankhani S, Khorshidi A, Hamidifar F. Presenting Teacher Student Recruitment Model at Farhangian University (Mixed Method). Educational and Scholastic studies. 2021; 10(3): 297-315. [Persian]
Noori E, Golestaneh M, Mousavi SM. Exploring the effectiveness of virtual education of laboratory courses of chemistry student-teachers in the corona era. Technology of Education Journal (TEJ). 2024; 18(2): 329-42. [Persian]
Gholampour M, pourshafei H, farasatkhah M, Ayati M. Current Initiatives in Educating Morally Prospective Teachers of Farhangian University (Providing a Model with a grounded theory approach). Theory and action. 2020; 8(16): 267-300. [Persian]
Sheikhi M, Sheykhi M, Habibi H, Mahmoudi F. Identify and Explain the Experience of Education Professionals and Student Teachers in the Process of identifying and shaping Professional Ethics. Educ Strategy Med Sci. 2019; 12(1): 123-129. [Persian]
Gholampour M, Pourshfei H, Ferasatkhah M, Ayati M. Explanation of the Ethical Education Components of Teacher-Student based on Upstream Documents of Farhangian University. Ethics in Science and Technology. 2021; 15(4): 86-95. [Persian]
Jalali M, Soroush MM, Khomeijani Farahani AA. Teacher Education and EFL Student Teachers' Professional Identity Construction. Critical Language and Literary studies. 2023; 20(30): 211-238. [Persian]
Jalali, M. English as Lingua Franca: Perspectives from Pre-service and in-service English teachers in Iran. Journal of Foreign Language Research. 2021; 11(4): 605-25. [Persian]
Parori P. A new reading of the phenomenological method; Philosophical foundations, approaches and implementation framework of phenomenological research. Sociological Studies. 2018; 12(44): 106-87.
Mohammadpour A. Quality assessment in qualitative research: principles and strategies of validation and generalizability. Social Sciences Quarterly. 2010; 17(48): 107-73. [Persian]
Vadivel B, Namaziandost E, Saeedian A. Progress in English language teaching through continuous professional development—teachers’ self-awareness, perception, and feedback. InFrontiers in Education. 2021; 6: 1-10.
Al Asmari A. Continuous Professional Development of English Language Teachers: Perception and Practices. Advances in Language and Literary Studies. 2016; 7(3): 117-124.
Maggioli GD. Continuous professional development: The seeds of professionalism. Professionalizing your English language teaching. Springer: Cham; 2020.
Chu W, Liu H, Fang F. A tale of three excellent Chinese EFL teachers: unpacking teacher professional qualities for their sustainable career trajectories from an ecological perspective. Sustainability. 2021; 13(12): 6721-29.
Mustafa MZB, Nordin MB, Razzaq ARBA, Bin Ibrahim B. Organizational commitment of vocational college teachers in Malaysia. PalArch's Journal of Archaeology of Egypt/Egyptology. 2020; 17(9): 5023-29.
Saleha L. Servant Leadership: Maintaining Teacher Commitment and Building Community Trust. Journal of Social Studies and Education. 2023; 1(1): 13-22.
Alzoraiki M, Ahmad AR, Ateeq AA, Naji GA, Almaamari Q, Beshr BH. Impact of teachers’ commitment to the relationship between transformational leadership and sustainable teaching performance. Sustainability. 2023; 15(5): 4620-28.
Freeman GT, Fields D. School leadership in an urban context: Complicating notions of effective principal leadership, organizational setting, and teacher commitment to students. International Journal of Leadership in Education 2023; 26(2): 318-38.
Day CW, Simpson A, Li Q, Bi Y, He F. Teacher professionalism: Chinese teachers' perspectives. Journal of Professional Capital and Community. 2023; 8(2): 65-89.
Boylan M, Adams G, Perry E, Booth J. Re-imagining transformative professional learning for critical teacher professionalism: a conceptual review. Professional development in education. 2023; 49(4): 651-69.
Allahi Z, Feiz S. review on the professional ethics of teachers in education. Professional Ethics in Education. 2021; 1(1): 187-207. [Persian]
Torkashvand S, Moradiyan Mohammadieh V, Keshavarz S. Philosophical Analysis of Educational Upheaval Documents Based on the Components of Teachers' Professional Ethics and its Educational Implications. Quarterly Scientific Journal of Applied Ethics Studies. 2021; 17(42): 97-126. [Persian]
Lauermann F, Berger JL. Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement. Learning and Instruction. 2021; 76: 101441.
Holloway J. Teacher accountability, datafication and evaluation: a case for reimagining schooling. Education Policy Analysis Archives. 2020; 28(56): 1-12.
Lauermann F, Karabenick SA. The meaning and measure of teachers' sense of responsibility for educational outcomes. Teaching and teacher education. 2013; 30: 13-26.
Lauermann F. Teacher Responsibility: Its Meaning, Measure, and Educational Implications (Doctoral dissertation); 2013.
Akcaoglu M, Akcaoglu MO. Understanding the relationship among self-efficacy, utility value, and the community of inquiry framework in preservice teacher education. International Review of Research in Open and Distributed Learning. 2022; 23(2): 86-106.
Yuen M, Lee QA, Chung YB. Meaning in life, connectedness, and life skills development in junior secondary school students: teachers’ perspectives in Hong Kong. Pastoral Care in Education. 2021; 39(1): 67-83.
Prasetyo I, Suryono Y, Gupta S. The 21st century life skills-based education implementation at the non-formal education institution. Journal of Nonformal Education. 2021; 7(1): 1-7.
- Abstract Viewed: 209 times
- PDF (فارسی) Downloaded: 31 times