Özel eğitim öğretmenlerinin mesleki etik değerler açısından kendilerini değerlendirmeleri
An ethical and moral self-critic of special educators in profession
- Tez No: 191742
- Danışmanlar: YRD. DOÇ. DR. NEVİN ERACAR
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Felsefe, Psikoloji, Education and Training, Philosophy, Psychology
- Anahtar Kelimeler: Mesleki Etik Değerler, Eğitim-Öğretim Koşulları, Tükenmişlik, Süpervizyon.Araştırmanın amacı, özel eğitim okullarındaki öğretmenlerin, mesleki etikdeğerler açısından incelenmesidir, modeli ise ?İlişkisel Tarama Modeli?dir.Araştırmada etik önermeler
- Yıl: 2007
- Dil: Türkçe
- Üniversite: Marmara Üniversitesi
- Enstitü: Eğitim Bilimleri Enstitüsü
- Ana Bilim Dalı: Özel Eğitim Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 360
Özet
YÜKSEK LİSANS TEZ ÖZÜÖZEL EĞİTİM ÖĞRETMENLERİNİN MESLEKİ ETİK DEĞERLERAÇISINDAN KENDİLERİNİ DEĞERLENDİRMELERİIşıl KURTULANÖzel Eğitim Ana Bilim DalıZihin Engelliler Öğretmenliği Bilim DalıDanışman: Yard. Doç. Dr. Nevin ERACARYüksek Lisans - Ocak 2007
Özet (Çeviri)
ABSTRACTAN ETHICAL AND MORAL SELF-CRITIC OF SPECIAL EDUCATORS INPROFESSIONIşıl KURTULANDepartment of Special EducationEducation of The Children With DisabilitiesConsultant: Associate Prof. Dr. Nevin ERACARMA-January 2007Key Words : Professional Ethical/Moral Values, Educational Circumstances,Desparation, SupervisionWith this critical study, it was intended to give a critical inspection of theteachers working in the field of ?special education?, namely ?the ?special educationteachers? in terms of teaching and modelled on a ?relational type of survey?. In thecontinuum of the research, dependency of the views/approaches representing ethicalquestioning items, professional ethic and moral values besides the educational contextupon demographic variables was defined.The practical environment or axis of the research involved 132 participanteducators officiating at the special education schools selected from the IstanbulCounty, applying them the surveys including Individual and ProfessionalQualifications, The Educational and Training Circumstances, Professional Ethicand Moral Values and Attitudes.Respecting the data collected, the outcomes carried by this survey suggest thatthe participants defined the priority and significance of the core moral valuesinadequately.iiiGiven that some teachers had real efforts preserve some core human valueswhile teaching, some others were seen to be in a dilemma whether to have some writtenor verbal rules to be applied in instruction which they come to terms with, i.e, theeducational regulatory principles to be conformed. Seen from this aspect, such adilemmatic issue of fact gives puse us to think that the teachers working in this field donot have a common cultural background of profession. Similarly, biassed attitudes ofthe teachers plus their those adopted by them as far from objectiveness also suggest thatthey do not have a certain professional attitude of teaching.The resuls attained also suggest their tendency to be in a more critical approachor perspective to their professional life, yet that their not exerting much effort to betterany negativity in profession besides having not many philosophical or moral valuespertaining to their profession with a view to that they were unable to get to knowthemselves as a person truely.It should also be noticed that some negative feelings or attitudes such asdesperation and anger plus lack of professonal knowledge give rise to attempt atviolence between whiles. Constituting ?a well-established supervion system?, it would beeasy to manage to cope with such attitudes or master the difficulties encounteredprofessionally. Thus, it would be easy to see the decrease in these acts of violence and inthe deffensive reactions of the person in addition to the tendencies of him towardsattributing the causes of difficulties to the conditions.The exisiting teacher training institutions or colleges predominantly need tofollow a communication-oriented sylabbus. Likewise, it is of great importance for themnot only to be under practical training during the course of instruction, but also to betrained which should be based on core moral and ethical values. In conclusion, it wouldnot be difficult to say that planning more preparatory programmes in teacher educationcan be effective and look to be more promising.iv
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