Abstract
The purpose of this study was to develop a scale to investigate Turkish pre-service teachers' perceptions of professional ethics in teaching. This survey research consisted of two studies. In study 1, an exploratory factor analysis (EFA) was performed in SPSS 23 in order to investigate the scale’s factorial structure. Study 1 involved a convenience sample of 220 senior pre-service teachers studying at two Turkish public universities. The EFA yielded a single factor structure which accounted for 39.36% of the total variance and included 43 items. In study 2, a confirmatory factor analysis (CFA) was conducted in LISREL 9.30 to test and confirm the uni-dimensional structure of the 43-item scale obtained in study 1 on a data set of 724 participants from four public universities. Overall, the results prove that this 43-item scale is a valid and reliable tool to test pre-service teachers’ perceptions of professional ethics.
Highlights
The development of teacher training processes has recently been the subject of much discussion within educational research. Maxwell and Schwimmer’s (2016) research emphasizes teachers’ role as moral models for their students from the beginning of formal teacher education
The Turkish Higher Education Council’s (HEC) proposal on teaching profession ethics is noteworthy within the national literature on teaching profession ethics
The HEC (2007) proposed establishing "elective courses for the training of professional ethics in teacher education programs” (p.4) like those in Europe and the US in its explanation of the programs to be implemented in HEC institutions
Summary
The development of teacher training processes has recently been the subject of much discussion within educational research. Maxwell and Schwimmer’s (2016) research emphasizes teachers’ role as moral models for their students from the beginning of formal teacher education. The development of teacher training processes has recently been the subject of much discussion within educational research. A recent trend has been to place greater emphasis on establishing ethical standards for the teaching profession (Barrett, Headley, Stovall & Witte, 2006; Barrett, Casey, Visser & Headley, 2012; Campbell, 2000; Weil, 2005) and integrating course(s) developed in accordance with these standards into teacher training programs. The HEC (2007) proposed establishing "elective courses for the training of professional ethics in teacher education programs” (p.4) like those in Europe and the US in its explanation of the programs to be implemented in HEC institutions. Standards for teaching profession ethics are needed and lessons must be developed on this topic in order to increase the quality of teacher education and of students’ education. In 2015, Turkey’s Ministry of National Education (MoNE) established six professional ethics principles for educators, which are as follows: (1) ethical principles in relation to students, (2) ethical principles for the education profession, (3) ethical principles in relation to educators, (4) ethical principles in relation to parents, (5) ethical principles in relation to school management and society, and (6) ethical principles related to school administrators’ relationships with teachers, students and parents
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