Abstract
The objective of this study was to determine the knowledge of physical education teachers about the professional code of ethics in China. The significance of research is that knowledge of a professional code of ethics can help teachers to understand the nature of their work, the values they convey, and the consequences of their work for those with whom they work. Methods: literary analysis, system analysis and method of pedagogical observation. The results of the study will contribute to improving and maintaining the standards and reputation of the profession of physical education teacher through the introduction of advanced experience. It is determined that local teachers of physical education have appropriate knowledge about the professional ethics code. It is proved that there is a need to improve the program of professional development for teachers and to separate the coverage of moral and professional ethics in educational programs. It is recommended to apply a professional code of ethics for teachers to improve their professional level.
Highlights
Every profession considers the development and application of a Professional Code of Ethics and Conduct (PCEC) as a means of maintaining acceptable professional standards
Findings of the current study indicate that Physical Education (PE) teachers in China have high knowledge on the PCEC
PE teachers were of the view that for one to maintain professionalism, he/she must possess subject and pedagogical knowledge but must fulfill other functions which are part of the teaching profession
Summary
Every profession considers the development and application of a Professional Code of Ethics and Conduct (PCEC) as a means of maintaining acceptable professional standards. As for the teaching profession, teachers are supposed to exhibit a high level of professionalism, responsibility, integrity, competence, character, respect and honesty [2]. Such moral virtues are imperative for Physical Education (PE) teachers since their work involves close interactions with students in and outside the classroom and school contexts. The concept of the new HPE curriculum challenges many aspects of traditional PE theory and practices, and requires PE teachers to change their professional perspectives and pedagogic approaches [1]. The every revision is based on the characteristics of teacher’s professional development and the new problems from the implementation process of the code
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