Sjelljet etike të mësimdhënësve ndaj nxënësve në klasë (dilemat etike)
DOI:
https://doi.org/10.62928/kp.v13i1.4821Abstract
This research seeks to provide a better understanding of teachers' perceptions of ethical dilemmas during their dealings with students in the classroom. The purpose of the research was to reflect the ethical tensions involved in the management of ethical dilemmas during the teaching process, in order to gain a better understanding on the part of the teachers about their function and status as teachers. Research is qualitative (qualitative). The research was conducted through mini-focus groups with 36 teachers and interviews with 16 teachers. The interviews focused on the questions addressed to the teachers about describing the situations when they encounter ethical dilemmas during classroom teaching. The results of the research show that the ethical dilemmas according to the self-perceptions of the teachers are: the dilemma in taking punitive measures, the dilemma in imposing punishments, the dilemma in removing punishments, and the dilemma in punishment during grade evaluation. We recommend that the ethical role of the teacher in solving dilemmas be clearly defined (in the teacher's code of ethics), as well as that training programs be developed for the training of teachers in Kosovo, in order to increase the ability of teachers to deal with ethical dilemmas in teaching. The research aims to contribute to the design of the education program for the preparation of teachers, which as a result will affect the raising of the status of their profession.Keywords:
teacher, ethical dilemma, professionalism, ethical behavior, students.Downloads
References
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Aultman, L. P., Williams-Johnson, M. R., & Schutz, P. A. (2009). The relationship between culture and perception of ethical problems in international. Marketing. Journal of Business Ethics, 15 (11), 1199 – 1208.
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Biehler, Robert F. Botim i ISP-së, Psikologjia e zbatuar në mësimdhënie, Shtypshkronja “Nënë Tereza”, Tiranë, 2004, f. (571) 418.
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Boundary dilemmas in teacher–student relationships: Struggling with ‘‘the line’’. Teaching and Teacher Education, 25, 636–646.
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OECD 2006. Education at glance; OECD indicators -2006 edition. Paris.
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Buzzelli.A.A,and B. Jonson. 2002. The moral dimension of teaching:Language , power and culture in classroom interaction. New Jork,Routledge –Falmer.
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Carr, D. 2006 Professional and personal values and virtues in education and teaching. Oxford. Revew of Educatin 32.no.2;171-83.
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Campbell,E.2006. Ethical Knowledge in Teaching: A moral imperativ of professionalism. Education canada46 no.4:32-35.
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Husu , J and K .Tirri 2007.Devoloping whole school pedagogica lvalues- a case of going through the ethos of ‘good scholling’.teaching and Teacher Education 23; 390-4001.
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Durdajeva. T, Etika. Etika Pedagogjike. Mësimi Etik, Moskë, 2005, f.23.
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Flay, B. R. & Allred, C. G. (2010).A study of relationship between ethical decision making, leadership styles, and demographics in Pennsylvania superintendents. Unpublished doctoral dissertation, Indiana University of Pennsylvania, Indiana.
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Gay, G. (2003). The ethic of community. Journal of Educational Administration, 42, 215-235. 284 Etika në sistemin arsimor shqiptar Përgatitur nga Qendra Shqiptare për Kërkime Ekonomike me mbështetjen e Mary Ward Loreto.
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Kächelein, H., Jasini, A. & Zhllima, E. (2013). College student cheating: The role of motivation, perceived norms, attitudes, and knowledge of institutional policy. Ethics & Behavior, 11(3), 233–247.
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Keta, M. (2015). Filozofia, shkolla e lirisë që mundëson sistemi arsimor shqiptar dhe MASh. [Philosophy, the school of freedom enabled by the education system in Albania and MoES]. (Unpublished Doctoral dissertation). University of Tirana, Tiranë.
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The importance of ethics in the teaching profession. Procedia - Social andBehavioral Sciences 176, 509 –Goleman, D. (1995). The principalship: New roles in a professional learning community. New York, NY.
References
Aultman, L. P., Williams-Johnson, M. R., & Schutz, P. A. (2009). The relationship between culture and perception of ethical problems in international. Marketing. Journal of Business Ethics, 15 (11), 1199 – 1208.
Biehler, Robert F. Botim i ISP-së, Psikologjia e zbatuar në mësimdhënie, Shtypshkronja “Nënë Tereza”, Tiranë, 2004, f. (571) 418.
Boundary dilemmas in teacher–student relationships: Struggling with ‘‘the line’’. Teaching and Teacher Education, 25, 636–646.
OECD 2006. Education at glance; OECD indicators -2006 edition. Paris.
Buzzelli.A.A,and B. Jonson. 2002. The moral dimension of teaching:Language , power and culture in classroom interaction. New Jork,Routledge –Falmer.
Carr, D. 2006 Professional and personal values and virtues in education and teaching. Oxford. Revew of Educatin 32.no.2;171-83.
Campbell,E.2006. Ethical Knowledge in Teaching: A moral imperativ of professionalism. Education canada46 no.4:32-35.
Husu , J and K .Tirri 2007.Devoloping whole school pedagogica lvalues- a case of going through the ethos of ‘good scholling’.teaching and Teacher Education 23; 390-4001.
Durdajeva. T, Etika. Etika Pedagogjike. Mësimi Etik, Moskë, 2005, f.23.
Flay, B. R. & Allred, C. G. (2010).A study of relationship between ethical decision making, leadership styles, and demographics in Pennsylvania superintendents. Unpublished doctoral dissertation, Indiana University of Pennsylvania, Indiana.
Gay, G. (2003). The ethic of community. Journal of Educational Administration, 42, 215-235. 284 Etika në sistemin arsimor shqiptar Përgatitur nga Qendra Shqiptare për Kërkime Ekonomike me mbështetjen e Mary Ward Loreto.
Kächelein, H., Jasini, A. & Zhllima, E. (2013). College student cheating: The role of motivation, perceived norms, attitudes, and knowledge of institutional policy. Ethics & Behavior, 11(3), 233–247.
Keta, M. (2015). Filozofia, shkolla e lirisë që mundëson sistemi arsimor shqiptar dhe MASh. [Philosophy, the school of freedom enabled by the education system in Albania and MoES]. (Unpublished Doctoral dissertation). University of Tirana, Tiranë.
The importance of ethics in the teaching profession. Procedia - Social andBehavioral Sciences 176, 509 –Goleman, D. (1995). The principalship: New roles in a professional learning community. New York, NY.
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