Ethics of Teaching Profession from the Perspective of Students According to the Gender Variable

This study aims to reveal the professional, ethical and unethical behaviors that undergraduate students encounter during their education life from a gender perspective. Phenomenology design, which is one of the qualitative research designs, was used in the study. The research was conducted with 64 students studying at the education faculty of a state university during the 2019-2020 academic year. The most expressed unethical behaviors by female and male students are discrimination, roughness and misconduct. While female students stated that the ethical behaviors they faced were, in turn, professional commitment/development, moral aid and equality/ impartiality; Male students, on the other hand, expressed financial aid, moral aid and research on the cause of the problem. The most important result of the study is that male students stated that they did not encounter ethical behavior in teachers. According to the answers given by the female students to the research questions in the study, the unethical behaviors of the teachers were revealed as discrimination, roughness and misconduct, respectively. In contrast, male students stated roughness, discrimination and misconduct.

Evaluation of Teaching Professional Ethics of Professor from the Viewpoint of medical and pharmacy students of Mazandaran University of Medical Sciences

Introduction: Since education is a profession and is the foundation of sustainable human development, the observance of professional ethics in teaching and/or education will lead to the realization of educational goals in universities. Therefore, the present study or the purpose of evaluating the professional ethics of the teaching of professors from the Viewpoint of medical and pharmacy students was conducted in Mazandaran University of Medical Sciences. Methods: The present study is descriptive cross-sectional. The study population included all medical and pharmacy professional doctoral students entering the 99-98 Iranian academic year in which 118 people were randomly selected. The data collection tool was the professional ethics questionnaire of Professor prepared by Sobhaninejad et al. That was in the form of 6 components and 48 items.The scoring scale of the items was based on the Likert five-choice scale from one to five. Data were analyzed by descriptive statistics (frequency, mean and standard deviation) and analytical statistics (single group t-test and independent t-test) using SPSS21 statistical software. Result: The total score of teachers 'professional ethics from the students' point of view was 3.59±0.63 and there was no significant difference (p = 0.231) between the views of male (3.5±0.65) and female (3.65±0.61) students. The results of comparing the components of teaching between students of the two fields showed that score of components of standard evaluation and learner cognition from views of medical students were higher than pharmacy students. Conclusion: Although the total average score obtained by the professional ethics of teaching professors in the two schools was at an average and relatively desirable level, is still far from the desired and standard situation and needs more planning by educational planners in order to improve the level of professional ethics of teaching.

The Ethics of Teaching in the Clinical Arena

Clinical practicum forms an important component in undergraduate nursing education and involves clinical nurse educators who are primarily involved in teaching student nurses. Twelve clinical nurse educators participated in this grounded theory study, and these participants taught in a number of undergraduate nursing programs in a large metropolitan city in Ontario, Canada. The results from this study revealed four important concepts that underpinned their teaching and, in this article, the author explains one foundational concept: The ethics found in the pedagogical practices of clinical nurse educators. This result provides a deeper and broader understanding of the ethical issues that clinical nurse educators encounter in their teaching practice, how these considerations contribute to student learning and some of the challenges that they encounter in the clinical arena.