The impact of teacher ethics on student learning Malek ahmed kord

Taken separately, the concepts of ethics and teaching have provided a source of ancient and modern philosophizing as well as being a catalyst for historical and contemporary discussion and debate about their practical realization and overall contribution to the human condition. They share the somewhat ironic quality of being both simple and complex at the same time. On the one hand, knowing right from wrong may be as straightforward as living by the “Golden Rule”; on the other hand, even for those of us who are self-proclaimed non-relativists, ethical gray areas confront our daily existence to challenge our rational intentions and decisions and our emotional instincts and impulses. Similarly, teaching as one of the oldest expressions of human interaction and relationship is sometimes seen, especially by those not in the profession, as a fairly effortless and natural activity rooted in the communication of worthwhile knowledge and skills to the less knowledgeable and less skilled. Yet, the processes of teaching as an interpersonal journey are far more nuanced and layered than what the teacher’s mastery of curricula and pedagogical techniques can fully enable. The mysteries of teaching demand attention to the intangibles as well, and such intangibles are morally and ethically infused; they may be perceived in the tone of voice a teacher uses to speak to a child, in the way a teacher justly adjudicates among competing needs and interests in the classroom, in the way a teacher selects resources with care, evaluates student work with honesty and respect, and conducts his or her daily practice with honour, diligence, fairness, and compassion.

کلیدواژه ها:

Learning ، teaching ، ethics ، upbringing ، student ، teacher