Exploring the Components of Professional Ethics in Teaching, from the Perspective of Faculty Members in Iran
Notice bibliographique
Résumé
The study on professional ethics components among faculty members in the engineering [2] The attitude of faculty members towards professional ethics at Hamadan University School of Dentistry [3] The opinions of preschool teachers about ethical principles [4] Perspective of students about professional ethics compliance of clinical instructors in Jahrom University of Medical Sciences [5] Code of ethics: principles for ethical leadership [6] Teaching Professional Behaviors: Differences in the Perceptions of Faculty, Students, and Employers [7] Academics' adherence to professional ethics in Shahid Sadoughi University of Medical Science: Students' viewpoint [8] Faculty-related challenges in medical ethics education: A qualitative study [9] How do medical students learn professionalism during clinical education?a qualitative study of faculty members' and interns' experiences [10] The underlying factors affecting the ethical performance of health service providers when faced with disasters: a qualitative study [11] Professional ethics in context: Practising rural Canadian psychologists [12] Professional ethics in pharmacy: The Australian experience [13] Teaching professional ethics components from the viewpoint of students, Qom University of Medical Sciences [14] Factors affecting self-care in women with osteoporosis: A qualitative study with the content analysis approach [15] The practice of nursing research: Conduct, critique, and utilization [16] Essentials of nursing research: Methods, appraisal, and utilization [17] Three approaches to qualitative content analysis [18] Interviews: An introduction to qualitative research interviewing [19] Qualitative content analysis [20] Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness [21] Addressing the hidden curriculum: Understanding educator professionalism [22] Academic misconduct by university students: Faculty perceptions and responses [23] Exploring spiritual needs and related skills in public health students [24] Kohlberg and hidden curriculum in moral education: An opportunity for students' acquisition of moral values in the new Turkish primary education curriculumAims Professional ethics plays an important role in all professions; however, it has more importance among faculty members of universities.The aim of the current study was to explore the components of professional ethics in teaching from the perspective of faculty members in Iran.Participants & Methods This qualitative study was conducted in Sanandaj, Iran, in 2017.Using purposive sampling, 15 faculty members of Kurdistan University of Medical Sciences with educational experience were included in the study.Data were collected through individual interviews, group discussions, and field notes; and they were analyzed by conventional content analysis.To confirm the accuracy and strength of the data, acceptability, confirmability, and transferability factors were taken into account. FindingsThe results of data analyses yielded four major themes, including "characteristics of professors", "professors' capabilities", "protect of respects", and "promoting the university". ConclusionThe results of this study showed that in teaching, there are different aspects in the field of professional ethics of professors.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,008 | 0,012 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,011 | 0,006 |
| Communication savante | 0,006 | 0,004 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».