The Importance of Ethics, Moral and Professional Skills of Novice Teachers

Ngang, Tang Keow; Chan, Tan Chan

doi:10.1016/j.sbspro.2015.09.004

Cited by 34 publications

(34 citation statements)

References 3 publications

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“…Research confirms that teachers with strong preparation programmes behind them are much better able to do their job (Ngang & Chan, 2015;Darling-Hammond, 2000). The statistical findings also corroborated the importance of CPD for teachers.…”

Section: The Importance Of Cpdsupporting

confidence: 63%

Omani Tesol Teachers Beliefs About Continuing Professional Development.

AlBalush¹,

ijar²

2019

IJAR

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This article reports the findings of a study that explored Omani TESOL teachers' beliefs about continuing professional development (CPD). Data were collected using questionnaires, semi-structured and focus group interviews with EFL teachers in Oman. The findings revealed that a key source influencing teachers" CPD participation is their beliefs, and that participants" hold a wide range of beliefs about CPD. Participants" responses seem to be affected mainly by their experience of participating in CPD events and/or the beliefs they hold about teaching and learning (Vries et al., 2013). The article explores the implications of the findings for teacher education and the development of TESOL teachers in Oman.

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Section: The Importance Of Cpdsupporting

confidence: 63%

Omani Tesol Teachers Beliefs About Continuing Professional Development.

AlBalush¹,

ijar²

2019

IJAR

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“…Being morally and professionally ethical also means teachers do not practice favouritism among their students. Other than that, having good ethics gives one a sense of responsibility towards the society [12,28,29]. More importantly, teachers are role models to their students, as they interact with students on a daily basis.…”

Section: Moral and Professional Ethicsmentioning

confidence: 99%

A Case Study on the Development of Soft Skills among TESL Graduates in a University

Noah¹,

Aziz²

2020

ujer

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Graduates of higher education institutions (HEIs) should not only graduate with hard skills but also soft skills. Therefore, it is the responsibility of HEIs as platforms to provide sufficient holistic skills to their graduates so they may perform well at their future workplace. Despite that, graduates are still deemed lacking when it comes to soft skills. The same goes for trainee teachers, as having soft skills is a pertinent aspect as future educators, even for Teaching English as a Second Language (TESL) graduates. This paper aims to discuss the role of HEIs in developing soft skills of their TESL graduates. This study applied a mixed methodology via questionnaires and interviews to investigate the respondents' soft skills development which are, (a) critical thinking and problem-solving skills, (b) entrepreneurial skills and (c) moral and professional ethics based on their TESL program. The research findings showed that the respondents perceived the program generally to sufficiently develop their critical thinking and problem solving, entrepreneurship and moral and professional ethics skills as an outcome from the TESL program. However, improvements could be made to the TESL program in order to enhance their development of soft skills so to further improve the quality of teaching and learning and also aid employability. The findings are believed to be useful for future curriculum development of TESL programs in HEIs to consider the ongoing needs of stakeholders like schools when redesigning the curriculum of Teacher Education program.

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“…This study found that mentors assessed both Thai and Malaysian TVE students higher on ' ethics and morality' than on other skills. This may be possible as a basic of soft or green skills that play an important role in sharpening an individual's ethical decisions on a daily basis (Ngang & Chan, 2015) that can lead to the ability to respect for diversity and working with others with high moral standards in the workplace ( Fien, Maclean, & Park, 2009) . As previously discussed, although TVE students were seen as causing social problems in some developing countries, ethics and morality were therefore cultivated as a core process of developing TVE students because they are the heart of social sustainable development (Fien et al, 2009) to prepare them for citizenship in the twenty-first century.…”

Section: Difference In Employability Skills Between Thai and Malaysiamentioning

confidence: 99%

Comparing Employability Skills of Technical and Vocational Education Students of Thailand and Malaysia: A Case Study of International Industrial Work-Integrated Learning

Sa-Nguanmanasak

Khampirat

2019

JTET

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This study focused on a comparison of technical and vocational education (TVE) students' employability skills in Thailand, a newly industrialized country and ranked 61st out of 148 countries worldwide on the quality of graduates' skillsets, and Malaysia, a top-ranked country in the group of upper-middle income countries in terms of graduates' skillsets (6th). Thirty mentors were asked to assess 90 Thai and 83 Malaysian students who completed international work-integrated learning (WIL) programs in 2015, 2016, 2017 and 2018, using a questionnaire that addressed 16 main aspects of measuring employability skills. The findings indicated that most of the Malaysian students had better employability skills than Thai students and there were no significant differences in employability skills between male and female students in both countries. The regression model of quality of work indicated that 'ability to learn and apply knowledge', 'judgment and decision making', 'discipline and adaptability to a formal organization', 'ethics and morality' and 'quantity of work' had a positive effect on 'quality of work'. This study suggested that, in order to effectively prepare students for professional work and careers in ever-changing workplaces, TVE institutions should carefully assess the quality of the WIL environment, especially international WIL. The reflection of mentors in the workplace provided useful information for TVE institutions to develop effective WIL program to boost students' qualities and may give insight into how students are likely to receive sustainable employment development to building a more sustainable society through the skills and knowledge of their students.

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The Importance of Ethics, Moral and Professional Skills of Novice Teachers

Cited by 34 publications

References 3 publications

Omani Tesol Teachers Beliefs About Continuing Professional Development.

Omani Tesol Teachers Beliefs About Continuing Professional Development.

A Case Study on the Development of Soft Skills among TESL Graduates in a University

Comparing Employability Skills of Technical and Vocational Education Students of Thailand and Malaysia: A Case Study of International Industrial Work-Integrated Learning

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