Pedagogical Code of Conduct Assessment Essay

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Professional ethics is presented by codes of conduct that ensure the moral nature of the relationships between people that arise from their professional activities. A feature of professional ethics is its close connection with the activities of members of a particular group and its inseparable unity with the general theory of morality. Teachers should be the representation of professionalism and objectivity that will enable them to evaluate students reasonably.

Pedagogical ethics is an independent section of ethical science and studies the features of pedagogical morality, determines the specifics of the implementation of the general principles of morality in the field of pedagogical work, and reveals its functions, the specifics of the content of principles and ethical categories. Ethics of teaching studies the nature of the moral activity of the teacher and moral relations in the professional environment. Moreover, it develops the foundations of pedagogical etiquette and attitude (Decker, 2022). Etiquette is a set of specific rules of communication developed in the teaching environment, manners of behavior, and people professionally engaged in training and education.

Ms. Asma showed no pedagogical ethics in her conduct. She did not analyze the child’s real problems but based on her own inconvenience and time costs. The teacher reconsidered the decision to involve the student in testing only because of the requirement for her own respective efforts. This type of behavior is unacceptable for a teacher, as it mixes professional and personal emotions. Moreover, the incorrect approach is presented by another teacher, who supported the involvement of the child Sarah in the student Study Team only because of the additional, but not objective, time spent on learning.

The recommendation for the case is the development of pedagogical tact. It should act as a form of implementation of pedagogical morality in the activities of a teacher, in which thought and action coincide with professionalism. Tact should always be represented by moral and well-thought behavior. Among the main components of the teacher’s pedagogical sense, there are a respectful attitude towards the individual, high demands, the ability to listen with interest to the interlocutor and empathize with balance and self-control, and a businesslike tone in relationships (Sipman et al., 2019). Moreover, tact in the conditions of teaching elementary grades requires attentiveness and sensitivity toward people.

Pedagogical balance is a sense of proportion in the behavior and actions of the teacher, which includes high humanity, respect for the dignity of the student, justice, endurance and self-control in relations with children, parents, and work colleagues is required. A balance of empathy and professionalism should act as a form of implementation of pedagogical ethics (Chapman, 2018). One of the main representations should be the belonging of the moral culture of the teacher’s personality to the attitude in communication with students. Balance refers to the moral regulators of the pedagogical process and is based on the moral and psychological qualities of the teacher.

In conclusion, the behavior of Ms. Asma is not acceptable in relation to children and professional ethics. The teacher needs to find an opportunity to have psychological tact and a sense of balance. A balanced approach must distinguish between personal feelings and emotions and the professional approach. Biased judgments should not affect children, as they can significantly change their psychological state. The assessment of the teacher must be reasonable and objective. Ms. Asma can positively influence a child’s development and help cope with possible difficulties through a professional approach.

References

Chapman, D. D. (2018). . Third World Quarterly, 39(10), 1899-1922.

Decker, D. M., Wolfe, J. L., & Belcher, C. K. (2022). A 30-year systematic review of professional ethics and teacher preparation. The Journal of Special Education, 55(4), 201-212.

Sipman, G., Tholke, J., Martens, R., & McKenney, S. (2019). . British Educational Research Journal, 45(6), 1186-1202.

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