Ethical Knowledge and Ethical Sensitivity of Prospective Teachers about Classroom Management

Özyıldırım G., Sabancı A.

E-International Journal of Educational Research, cilt.12, sa.5, ss.232-254, 2021 (Hakemli Dergi)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 12 Sayı: 5
  • Basım Tarihi: 2021
  • Dergi Adı: E-International Journal of Educational Research
  • Derginin Tarandığı İndeksler: EBSCO Education Source
  • Sayfa Sayıları: ss.232-254
  • Akdeniz Üniversitesi Adresli: Evet

Özet

Classroom management could be regarded as one of the fundamental components of the educational process. While managing classrooms, teachers could need guidance, especially in dilemmas and complex events. Ethical knowledge and ethical sensitivity could assist them in these situations. In this study, the aim was to determine the ethical knowledge and ethical sensitivity of prospective teachers regarding classroom management, which includes management of the physical environment, behavior management, time management, and relationship management, as well as curriculum management. The participants comprised 172 prospective teachers attending the pedagogical formation program at the Faculty of Education at Akdeniz University, Turkey. This study was carried out using a case study model, which is a qualitative research method. The data were collected through a structured interview form, consisting of five scenarios related to five dimensions of classroom management. Both moral and immoral situations were included in each scenario developed by literature review and taking expert opinion. Content analysis and descriptive analysis methods were used in the analysis of the data. As a result, most of the prospective teachers had ethical sensitivity that enable them to identify moral and immoral behaviors in the scenarios. It was observed that most of the prospective teachers identified moral and immoral situations in the given scenarios, but a few of them justified their statements by using ethical concepts. The other justifications were based on emotional expression. It was concluded that some prospective teachers didn’t have ethical knowledge because they left unanswered why these behaviors are moral or immoral. In addition, they made the most moral evaluation in the scenario related to program management, and the least moral evaluation in the scenario related to the management of the physical environment. Except for scenario 2, they mostly identified immoral situations. It is suggested that the prospective teachers should take a professional ethics course, which should include case studies, discussions, workshops, and seminars.