فهرست نشریات علمی دسترسی آزاد ایران

The complexities and dynamic nature of teaching profession along with the changing paradigms of teaching, learning, and assessment call for the ethical principles of teaching to be revisited. Yet, the available ethical principles and codes of behaviors are not specific to teaching and adherence to them does not necessarily count as adherence to teacher professional ethics. The aim of the present study is to examine professional ethics with regard to teachers’ particular roles and responsibilities and to situate them within the changing education paradigms. Also, the study has as its aim the identification of the cases where these professional ethics can be violated. In so doing, interviews were conducted with 10 faculty members across 4 Iranian universities and the results were thematically-analyzed. Analysis of findings indicated that replacing professional ethics with general ethical principles, the use of materials with no consideration of evaluating or adapting them, failure to provide a need-responsive pedagogy, lack of appropriate understanding of educational objectives, insufficient assessment literacy and the use of inappropriate assessment approaches, along with teaching without taking the discursive practices of each discipline and students’ identities in those disciplines into account can be considered as examples of violation of professional ethics in teaching. Besides providing a deeper understanding of the professional ethics, the results of the current study can have significant implications for teacher trainers and policy makers in education. Moreover, the findings provide teachers with a yardstick against which they can evaluate their instructional practices.