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Ethical Knowledge and Ethical Sensitivity of Prospective Teachers about Classroom Management / Öğretmen Adaylarının Sınıf Yönetimi Konusunda Etik Bilgi ve Etik Duyarlılıkları

Year 2021, Volume: 12 Issue: 5, 232 - 254, 31.12.2021

Gülnar Özyıldırım , Ali Sabancı

https://doi.org/10.19160/e-ijer.1018241

Abstract

Sınıf yönetimi, eğitim sürecinin temel bileşenlerinden biri olarak düşünülebilir. Öğretmenler sınıfları yönetirken, özellikle de ikilemlerde ve karmaşık olaylarda, rehberliğe ihtiyaç duyabilirler. Etik bilgi ve etik duyarlılık bu durumlarda onlara yardımcı olabilir. Bu çalışmada, öğretmen adaylarının fiziksel ortamın yönetimi, davranış yönetimi, zaman yönetimi ve ilişki yönetimi ile öğretimin yönetimini içeren sınıf yönetimine ilişkin etik bilgi ve etik duyarlılıklarının belirlenmesi amaçlanmıştır. Katılımcılar Akdeniz Üniversitesi Eğitim Fakültesi pedagojik formasyon programına devam eden 172 öğretmen adayından oluşmaktadır. Bu çalışma nitel araştırma yönteminin bir deseni olan durum çalışması modeli kullanılarak gerçekleştirilmiştir. Veriler, sınıf yönetiminin beş boyutuna ilişkin beş senaryodan oluşan yapılandırılmış görüşme formu aracılığıyla toplanmıştır. Alan taraması yapılarak ve uzman görüşü alınarak geliştirilen her bir senaryoda hem ahlaki hem de ahlaki olmayan durumlara yer verilmiştir. Verilerin analizinde içerik analizi ve betimsel analiz yöntemleri kullanılmıştır. Araştırma sonuçlarına göre öğretmen adaylarının çoğu senaryolarda ahlaki ve ahlaki olmayan davranışları belirlemelerini sağlayan etik duyarlılığa sahiptir. Öğretmen adaylarının çoğu verilen senaryolarda ahlaki ve ahlaki olmayan durumları tespit ettiği, ancak çok az öğretmen adayının tespit ettiği durumları etik kavramları kullanarak gerekçelendirdiği gözlemlenmiştir. Diğer gerekçeler ise duygusal ifadelere dayanmaktadır. Ancak bazı öğretmen adaylarının ilgili davranışın etik olup olmadığı konusunda düşüncelerini ifade etmedikleri için etik bilgilerinin yeterli olmadığı sonucuna ulaşılmıştır. Ayrıca öğretmen adayları en çok ahlaki değerlendirmeyi program yönetimi ile ilgili senaryoda, en az ahlaki değerlendirmeyi fiziki ortamın yönetimi ile ilgili senaryoda yapmışlardır. Senaryo 2 dışında, öğretmen adayları daha çok ahlaki olmayan durumları tespit etmişlerdir. Öğretmen adaylarının vaka çalışmaları, tartışmalar, çalıştaylar ve seminerler içeren bir mesleki etik dersi almaları önerilmektedir.

Keywords

Etik Etik duyarlılık Etik bilgi Sınıf yönetimi Öğretmen adayı

Supporting Institution

yok

Project Number

yok

Thanks

yok

References

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  • Brabeck, M., Rogers, L., Sirin, S., Handerson, J., Ting, K., & Benvenuto, M. (2000). Increasing ethical sensitivity to racial and gender intolerance in schools: Development of the racial ethical sensitivity test (REST). Ethics and Behavior, 10(2), 119 – 137. https://doi.org/10.1207/S15327019EB1002_02
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Ethical Knowledge and Ethical Sensitivity of Prospective Teachers about Classroom Management / Öğretmen Adaylarının Sınıf Yönetimi Konusunda Etik Bilgi ve Etik Duyarlılıkları

Year 2021, Volume: 12 Issue: 5, 232 - 254, 31.12.2021

Gülnar Özyıldırım , Ali Sabancı

https://doi.org/10.19160/e-ijer.1018241

Abstract

Classroom management could be regarded as one of the fundamental components of the educational process. While managing classrooms, teachers could need guidance, especially in dilemmas and complex events. Ethical knowledge and ethical sensitivity could assist them in these situations. In this study, the aim was to determine the ethical knowledge and ethical sensitivity of prospective teachers regarding classroom management, which includes management of the physical environment, behavior management, time management, and relationship management, as well as curriculum management. The participants comprised 172 prospective teachers attending the pedagogical formation program at the Faculty of Education at Akdeniz University, Turkey. This study was carried out using a case study model, which is a qualitative research method. The data were collected through a structured interview form, consisting of five scenarios related to five dimensions of classroom management. Both moral and immoral situations were included in each scenario developed by literature review and taking expert opinion. Content analysis and descriptive analysis methods were used in the analysis of the data. As a result, most of the prospective teachers had ethical sensitivity that enable them to identify moral and immoral behaviors in the scenarios. It was observed that most of the prospective teachers identified moral and immoral situations in the given scenarios, but a few of them justified their statements by using ethical concepts. The other justifications were based on emotional expression. It was concluded that some prospective teachers didn’t have ethical knowledge because they left unanswered why these behaviors are moral or immoral. In addition, they made the most moral evaluation in the scenario related to program management, and the least moral evaluation in the scenario related to the management of the physical environment. Except for scenario 2, they mostly identified immoral situations. It is suggested that the prospective teachers should take a professional ethics course, which should include case studies, discussions, workshops, and seminars.

Keywords

Ethics Ethical sensitivity Ethical knowledge Classroom management Prospective teacher

Project Number

yok

References

  • Askell-Williams, H., & Lawson, M. J. (2013). Teachers’ knowledge and confidence for promoting positive mental health in primary school communities. Asia-Pacific Journal of Teacher Education, 41(2), 126-143.
  • Barnett, C. (1998). Mathematics teaching cases as a catalyst for informed strategic inquiry. Teaching and TeacherEducation, 14, 81-93.
  • Bergem, T. (1993). Examining aspects of professional morality. Journal of Moral Education, 22(3), 297–312.
  • Brabeck, M., Rogers, L., Sirin, S., Handerson, J., Ting, K., & Benvenuto, M. (2000). Increasing ethical sensitivity to racial and gender intolerance in schools: Development of the racial ethical sensitivity test (REST). Ethics and Behavior, 10(2), 119 – 137. https://doi.org/10.1207/S15327019EB1002_02
  • Bull, B. (1993). Ethics in the preservice curriculum. In K. A. Strike & P. L. Ternasky (Eds.), Ethics for professionals in education: Perspectives for preparation and practice (pp. 69–83). New York: Teachers College Press
  • Bullough, R. V. (2011). Ethical and moral matters in teaching and teacher education. Teaching and Teacher Education, 27(1), 21-28.
  • Campbell, E. (2008). Preparing ethical professionals as a challenge for teacher education.in Tirri, K. (ed). Educating moral sensibilities in urban schools. Rotterdam/Taipei: Sense publishers.
  • Campbell, E. (2006). Ethical knowledge in teaching: a moral imperative of professionalism. Education Canada-Toronto, 46(4), 32.
  • Campbell, E. (2005). Challenges in fostering ethical knowledge as professionalism within schools as teaching communities. Journal of Educational Change, 6(3), 207-226.
  • Campbell, E. (2003). The ethical teacher. Maidenhead, UK: Open University Press McGraw-Hill Education.
  • Chubbuck, S. M., Burant, T. J., & Whipp, J. L. (2007). The presence and possibility of moral sensibility in beginning pre-service teachers. Ethics and Education, 2(2), 109-130.
  • Clark, S. B. (2005). A study to determine the ethical values of school superintendents within the State of Illinois. (Unpublished doctoral thessis).Southern Illinois University at Carbondale.
  • Clarkeburn, H. (2002). A test for ethical sensitivity in science. Journal of Moral Education, 31(4).
  • Colnerud, G. (1997). Ethical conflicts in teaching. Teaching and Teacher Education, 13(6), 627-635.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
  • Davidson, P, Turiel, E., & Black, A. (1983). The effect of stimulus familiarity on the use of criteria and justifications in children's social reasoning. British Journal of Developmental Psychology, 1 (1), 49-65.
  • Duran, K. (2014). Okul öncesi öğretmenlerinin mesleki etik davranışları algılama düzeylerinin ve etik ikilemleri çözümlemelerinin incelenmesi. (Unpublished master thessis). Hacettepe University, Ankara
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  • Ehrich, L. C., Kimber, M., Millwater, J. & Cranston, N. (2011). Ethical dilemmas: A model to understand teacher practice. Teachers and Teaching: Theory and Practice,17(2), 173-185.
  • Eret-Orhan, E., Ok, A. & Capa-Aydin, Y. (2018). We train, but what do they think? Preservice teachers’ perceptions of the adequacy of their teacher education in Turkey.Asia-Pacific Journal of Teacher Education, 46(2), 183-198.
  • Evans, E. D., & Tribble, M. (1986). Perceived teaching problems, self-efficacy, and commitment to teaching among teacher candidates. The Journal of Educational Research, 80(2), 81-85.
  • Evertson, C. & Weinstein, C. (2011). Classroom management as a field of inquiry. In C. Evertson and C. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 3–16). Mahwah, NJ: Lawrence Earlbaum Associates.
  • Fallona, C. & Richardson, V. (2011). Classroom management as a moral activity. In C. Evertson and C. Weinstein (Eds.), Handbook of classroom Management: Research, practice, and contemporary issues (pp. 1041–1063). Mahwah, NJ: Lawrence Earlbaum Associates.
  • Fedeles, M. (2004). The teachers’ concerns questionnaire: The development and validation of a measure of high school teachers’ moral sensitivity. Dissertation Abstracts International, 65(08). (UMI No. NQ93117).
  • Fenstermacher, G. (1990). Some moral considerations on teaching as a profession. In J. Goodlad, R. Soder, & K. Sirotnik (Eds.), The moral dimensions of teaching (pp.130–151). San Francisco: Jossey Bass.
  • Foulger, T. S., Ewbank, A. D., Kay, A., Popp, S. O. & Carter, H. L. (2009). Moral spaces in my space, Journal of Research on Technology in Education, 42(1), 1-28, DOI: 10.1080/15391523.2009.10782539.
  • Fraenkel, J. R., & Wallen, N. E. (2005). How to design and evaluate research in education. Boston: McGraw-Hill.
  • Freud, S. (1930). Civilization and its discontents. New York: Norton.
  • Hansen, D. T. (1995). Teaching and the moral life of classrooms. Journal for a Just and Caring Education, 2, 59–74.
  • Hasen, D. T. (2001). Teaching as a moral activity. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.). Washington, DC: American Educational Research Association, 2001.
  • Horn, S. S., Killen, M., & Stangor, C. (1999). The influence of group stereotypes of adolescents’ moral reasoning.Journal of Early Adolescence, 19, 98–113.
  • Husu, J., & Tirri, K. (2003). A case study approach to study one teacher's moral reflection. Teaching and Teacher Education, 19, 345–357. DOI: 10.1016/S0742-051X(03)00019-2.
  • Jackson, P. W., Boostrom, R., & Hansen, D. T. (1993). The moral life of schools. San Francisco: Jossey-Bass.
  • Johns, B. H., McGrath, M. Z., & Mathur, S. R. (2008). Ethical dilemmas in education. Lanham, MD: Rowman and Littlefield.
  • Johnson, L. E. & Reiman, A. J. (2007). Beginning teacher disposition: Examining the moral/ethical domain. Teaching and Teacher Education, 23(5), 676-687.
  • Jordan, J. (2007). Taking the first step toward a moral action: A review of moral sensitivity measurement across domains. The Journal of Genetic Psychology, 168(3), 323-359. DOI: 10.3200/GNTP.168.3.323-360.
  • Joseph, P. B. (2003). Teaching about the moral classroom: Infusing the moral imagination into teacher education. Asia-Pacific Journal of Teacher Education, 31(1), 7-20.
  • Karniol, R. (2003). Egocentricism versus protocentrism: The status of self in social prediction. Psychological Review, 110(3), 564–580.
  • Kim, S., Phillips, W., Pinsky, L., Brock, D., Phillips, K., & Keary, J. (2006). A conceptual framework for developing teaching cases: A review and synthesis of the literature across disciplines. Medical Education, 40(9), 867-876.
  • Koehler, M. (2002). Designing case-based hypermedia for developing understanding of children's mathematical reasoning. Cognition and Instruction, 20(2), 151-195.
  • Landis, J. R. & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.
  • Laupa, M., & Turiel, E. (1993). Children's concepts of authority and social contexts. .Journal of Educational Psychology, 85(1), 191-197.
  • LePage, P., Darling-Hammond, L., & Adar, H., with Gutierrez, C., Jenkins-Gunn, E., & Rosenbrock, K. (2005). Classroom management. In L. Darling-Hammond, J. Bransford, P. LePage, K. Hammerness, & H. Duffy (Eds.), Preparing teachers for a changing world (pp. 327–357). San Francisco: Jossey-Bass.
  • Mahony, P. (2009). Should ‘ought’ be taught? Teaching and Teacher Education, 25, 983-989.
  • Maxwell, B., Boon, H., Tanchuk, N., & Rauwerda, B. (2021) Adaptation and validation of a test of ethical sensitivity in teaching, Journal of Moral Education, 50(3), 267-292, DOI: 10.1080/03057240.2020.1781070.
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Details

Primary Language English
Subjects Studies on Education
Journal Section Issue Articles
Authors

Gülnar Özyıldırım 0000-0003-3768-0516

Ali Sabancı 0000-0002-2508-7339

Project Number yok
Publication Date December 31, 2021
Published in Issue Year 2021Volume: 12 Issue: 5

Cite

APA Özyıldırım, G., & Sabancı, A. (2021). Ethical Knowledge and Ethical Sensitivity of Prospective Teachers about Classroom Management / Öğretmen Adaylarının Sınıf Yönetimi Konusunda Etik Bilgi ve Etik Duyarlılıkları. E-Uluslararası Eğitim Araştırmaları Dergisi, 12(5), 232-254. https://doi.org/10.19160/e-ijer.1018241
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