Teachers as Role Models Teaching Character and Moral Virtues

Lumpkin, Angela

doi:10.1080/07303084.2008.10598134

Cited by 139 publications

(129 citation statements)

References 4 publications

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“…The exemplary teachers in behavior and attitude has wisdom to know right from wrong, trustworthy, honest, fair, responsible and respectful, admit weaknesses and learn from mistakes, and commit to live on these principles forever. Teachers' character can be seen on how they treat and teach students (Lumpkin, 2008). By showing positive behavior and attitude, teachers play an essential role in assisting students learning and pertaining moral-reasoning process.…”

Section: Teacher Professionalism Practicementioning

confidence: 99%

Teacher Professionalism and Professional Development Practices in South Sulawesi, Indonesia

Tanang

Abu

2014

JCT

105

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This study investigates teachers' professionalism and professional development practices which still have lower quality based on the law and do not produce an improved performance yet in South Sulawesi, Indonesia. This investigation focuses on teachers' behavior-attitude, pedagogic skills, and diversity learning activities through effective professional development as commitment to do continuous improvement. The supporting factors and the constraints of being professional teacher are also identified. The design of this study employs exploratory mixed method design with triangulation approach. Simple random sampling is occupied in choosing 331 samples out of 2367 population to answer the questionnaires. While twelve teachers were selected using purposive sampling for interview and observation. The t-test and Anova analysis show that gender has significant different in behavior-attitude practice, while education professional qualification is significant on both behavior-attitude and teachers' learning activities. The qualitative findings show the need to display exemplary behavior-attitude, strength teaching skill, knowledge and beliefs through diversity learning activities in effective professional development. Teacher professional development needs supporting on policy, moral, infrastructure, and financial that can lead teachers to be professional. This study has provided a model of teacher professional development as an input for improving the quality practice of teacher professionalism and professional development in Indonesia, particularly in South Sulawesi province.

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Section: Teacher Professionalism Practicementioning

confidence: 99%

Teacher Professionalism and Professional Development Practices in South Sulawesi, Indonesia

Tanang

Abu

2014

JCT

105

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“…Standard Four, for example, entitled 'Design and implement learning experiences that value diversity', states that teachers must be committed to 'valuing and responding positively to diversity, having positive regard for and empathy and rapport with all students and their families, caregivers and communities, recognising that student engagement and performance is influenced by multiple factors and that students bring particular talents and strengths to learning, and ensuring students have equity of access to the curriculum' (Queensland College of Teachers, 2006). While there has long been an implicit expectation that teachers will uphold values supporting social justice, equity and compassion (Lumpkin, 2008), the College has now made these values explicit by outlining them within each standard.…”

Section: Teaching: a Morals And Value-based Processmentioning

confidence: 99%

Making The Implicit Explicit: Values And Morals In Queensland Teacher Education

Mergler

2008

AJTE

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“…This can directly be linked to Lumpkin (2008) who indicates the fact that teachers spend most of their time in the classroom with students and vice versa, students spend most of their day, or school life, with their teachers, learning from them more than what is prescribed by the curriculum. Lumpkin (2008) highlights several virtues, such as honesty, trust, fairness, respect and responsibility, which are essential not only for teachers but for the students as well. Thus, teachers can, and should, apply them in their work and insist on them when it comes to expected student behaviour.…”

Section: Work Ethic: Research Approachmentioning

confidence: 99%

Teachers’ Work Ethic: Croatian Students’ Perspective

Turk

Vignjević

2016

FdE

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Abstract:Teachers' work ethic is one of the key factors in school environment and the overall educational process. It is vital for a teacher to possess and promote the highest standards of work ethic as well as to be a role model to the students. A high level of work ethic thus becomes conditio sine qua non of the teachers' profession and all other educational professions. The topic of teachers' work ethic is insufficiently researched in the national scientific and research circles, and as such, represents a novelty. This paper will present the results of a research that examined students' evaluations of teachers' work ethic. The research was conducted on a sample of 107 first and third grade secondary school students. The research results indicate that the students perceive the teaching process as mostly uninteresting and uncreative, that the feeling of comfort in working with teachers is very rare and that the teachers rarely or sometimes value students' efforts and rarely abide by the rules. The result that raises most concern is the one which indicates that the teachers insult students when they differ from the rest of the group. In due course, all the above will be analyzed in the context of the defined paper topic.Keywords: student evaluation of teachers' work ethics; indicators of teachers' work ethics. Resumen: La ética de trabajo de los docentes es uno de los factores clave en el entorno escolar y el proceso educativo en general. Es de vital importancia para un profesor poseer y promover los más altos estándares de ética de trabajo, para convertirse de este modo en un modelo a seguir por los estudiantes. Un alto nivel de ética de trabajo se convierte así en conditio sine qua non de la profesión de los docentes y del resto de profesiones educativas. El tema de la ética del trabajo de los profesores ha sido insuficientemente investigado en los círculos científicos y de investigación nacionales, y, como tal, representa una novedad. En este documento se presentan los resultados de una investigación a través de la cual se examinaron las evaluaciones realizados por los estudiantes en relación a a la ética de trabajo de sus profesores. La investigación se realizó sobre una muestra de 107 estudiantes de los grados primero y tercero de secundaria. Los resultados de la investigación indican que la mayoría de los estudiantes perciben el proceso de enseñanza como poco interesante y poco creativo, que la sensación de confort en el trabajo con los profesores es muy rara y que los profesores valoran escasamente o en contadas ocasiones los esfuerzos de los estudiantes y rara vez se respetan las normas. El resultado que plantea mayor preocupación es el que indica que los profesores insultan a los estudiantes cuando difieren del resto del grupo. Todo lo anterior se analizará en el contexto del tema que es objeto de estudio en este trabajo.Palabras clave: evaluación de los estudiantes sobre la ética de trabajo de los docentes; indicadores de la ética de trabajo de los docentes.Recibido /

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Teachers as Role Models Teaching Character and Moral Virtues

Cited by 139 publications

References 4 publications

Teacher Professionalism and Professional Development Practices in South Sulawesi, Indonesia

Teacher Professionalism and Professional Development Practices in South Sulawesi, Indonesia

Making The Implicit Explicit: Values And Morals In Queensland Teacher Education

Teachers’ Work Ethic: Croatian Students’ Perspective

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