Pre-service teachers' ethical stances on unethical professional behaviors: the roles of professional identity goals and efficacy beliefs

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Küçük Resim

Tarih

2017

Dergi Başlığı

Dergi ISSN

Cilt Başlığı

Yayıncı

Pergamon-Elsevier Science Ltd

Erişim Hakkı

info:eu-repo/semantics/closedAccess

Özet

By considering the mediating roles of efficacy beliefs, this study examined whether pre-service teachers' ethical stances on student-related unethical teacher behaviors significantly differed according to the levels of their professional commitment when they received bogus negative feedback for their teaching competencies. Pre-service teachers (n = 128) were assigned to either experimental groups (i.e., high commitment-negative feedback/low commitment-negative feedback) or control groups (i.e., high commitment-no feedback/low commitment-no feedback). The results revealed that pre-service teachers' ethical stances on unethical teacher behaviors significantly differed according to their professional commitment. Notably, this result was significantly explained by the mediating roles of efficacy beliefs. (C) 2017 Elsevier Ltd. All rights reserved.

Açıklama

Anahtar Kelimeler

Identity, Commitment, Efficacy, Morality, Teaching

Kaynak

Teaching And Teacher Education

WoS Q Değeri

Q1

Scopus Q Değeri

Q1

Cilt

68

Sayı

Künye