Academic journal article Asian Social Science

Analysis of Teacher's Professional Ethic in China

Academic journal article Asian Social Science

Analysis of Teacher's Professional Ethic in China

Article excerpt

Abstract

Teachers ' professional ethic is the sum of the codes of conducts and essential virtues. It is special presentation of general professional ethics for teaching career. After analysis the relationship of basic requirement and ultimate goal, humanity and sacralization, ethic and technique about the teacher's professional ethic, this article give the three ideas of teachers ' professional ethic on taking professional responsibility, professional boundaries, establishing service consciousness in the perspective of professional development. Then, end up with the four paths of improving the teacher's professional ethic.

Keywords: teachers' professional ethic, China, teacher, moral

1. Introduction

Ethics are considered to be the principles and norms that people dealing with the relationship between people and others (Fang, 1994; Zhu, 2002; Jin, 2003). Teachers ' professional ethic is the sum of the codes of conducts and essential virtues. It is special presentation of general professional ethics for teaching career. Teachers ' professional ethics affects the students' development and becomes the model of social ethics in other industries. It is the key component of the quality of teachers, and has become the hot issue of China's education reform as well as the construction for teacher team.

With the development of the society, teachers' professional ethics have been constantly adding new connotation (Pin, Wu, &Wang, 2012). China's code of teacher's professional ethics has had four amendments. There were six rules for the version in 1984 and it was revised in 1991. Then the code was revised to be eight rules in 1997 and it was added new connotations of the eight rules in 2000. The latest revision of the code was back to six rules with more detailed provisions in 2008. The major principles from the latest rules of the code are patriotic law-abiding, love and dedication, love student, teaching and cultivating, being a model for students, life-long learning. The every revision is based on the characteristics of teacher's professional development and the new problems from the implementation process of the code.

Since the 1980s, debates on connotation and extension of teachers' professional ethics in the education sector emerged with each revision of the code. Practical problems became the focus of public attention during the implement of code. Based on the entire situation, the reasonable paths for thinking about the professional ethic should build on reality of the professional ethics construction of teachers.

2. Basic Requirement or Ultimate Goal

At present, people from the Chinese education sector generally recognized importance of teachers' professional ethic in the teaching process. However, there formed two different points of view on the orientation of teachers' professional ethic. Some people argued that teachers' professional ethic should be the basic requirement of teachers (Li, Zhou, Wu, & Cao, 2014). Teachers who work at schools, should consider the professional ethics as the basic requirement and internalize the rules of code. Therefore, teachers need to put basic requirements of ethical code into personal qualities, in virtue of the education and teaching. This is demonstrated in the management of teachers in two aspects. One is the strict professional ethical standards. Another one is that the professional ethic of teacher becomes the important parts of evaluation and promotion. Other people argued that teachers' professional ethic should be ultimate goal of teaching career (Guo, 2014). By accepting the education and making efforts in teaching exploration teachers can meet the ethical requirements. This is demonstrated in the management of teachers in three aspects. Firstly, community and schools to set high standards of professional ethics for teachers. Secondly, offering continuous education and guidance for teachers. Thirdly, making the teachers gradually meet the requirements. …

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