Exploring the Components of Professional Ethics in Teaching, from the Perspective of Faculty Members in Iran
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.011 | 0.006 |
| Scholarly communication | 0.006 | 0.004 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".