Professional Values and Practice

Abstract

Bibliography 165 Index 'do some work' (as if the act of reading were not work enough), but to encourage readers to do just that 'pursuing of unities' and 'joining together in practice' to which reference has been made. The aims of these activities are to prompt reflection and analysis, and to take time out to consider the choices or compromises through which you might resolve-or, rather, work towards finding a satisfactory way of living with-complex, problematic or uncertain situations. 1 Professional Values and Practices in Teaching and Learning ... ethics is relevant to anyone who ever asks the question 'what ought I to do' or 'would this be right?' It is of relevance to anyone who ever makes moral judgements about others, who ever praises or condemns people's actions. It is of particular importance in education because not only are teachers and administrators beset with moral questions, but now, more than ever, they are responsible for the moral well-being and education of their pupils, the future generation.

Professional engagement and professional values among teachers in Turkish primary schools: Examining the mediating effect of professional efficacy

“…Results that imply the association between teachers' professional values and professional efficacy in the relevant literature (Arthur et al, 2005; Campbell et al, 2004; Zaragoza et al, 2021) have also been verified in our study. Our study shows that teacher professional values positively predict their professional efficacy.…”

“…Efficacy is structured in accordance with teachers' understandings and beliefs in relation to teaching (Walkington, 2005). Accordingly, professional values may become associated with efficacy (Arthur et al, 2005; Zehir Topkaya & Yavuz, 2011). Further, teacher efficacy becomes associated with teacher engagement (Skaalvik & Skaalvik, 2014) which is evaluated in the context of effective teaching (Borup et al, 2014) and professional development (Guglielmi et al, 2016).…”

“…For instance, professional learning communities that play an important role in the development of the efficacy of teachers are structured based on the professional values shared by teachers (Chi‐kin Lee et al, 2011). Commitment to improving efficacy through the advancement of instructional processes and taking on the responsibility of professional development are also among the professional values of teachers (Arthur et al, 2005). Moreover, the values of teachers in relation to their professional development may also be associated with teacher efficacy (Gaines et al, 2019; Rutherford et al, 2017).…”

The Re-Emergence of Character Education in British Education Policy

“…There is an increasing supposition that moral education is the sole responsibility of schools rather than parents. This inevitably focuses our attention on the role and professional values of teachers and teaching (Arthur, Davison and Lewis, 2005).…”

Savoring para Docentes: Experiências, Processos e Estratégias Formativas

“…Ser professor na actualidade implica assumir uma profissão que na conjugação das exigências implicadas na sua natureza, metodologia e objectivos poderá tornar-se uma actividade potencialmente geradora de mal-estar (Organização Internacional do Trabalho [OIT], 1981; Organização para a Cooperação e Desenvolvimento Económico [OCDE], 1992;Esteve, 1991Esteve, , 1999Esteve, , 2000Martínez, Valles & Kohen, 1997;Marques Pinto, 2001;Heckert, Aragão & Barros, 2001;Barros, 2000;Arthur, Davison & Lewis, 2005;Picado, 2005Picado, b e 2010.…”