Teaching ethics in teacher education: ICT-enhanced, case-based and active learning approach with continuous formative assessment

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dc.authorid0000-0002-9376-2084
dc.authorid0000-0002-7506-8750
dc.contributor.authorGöçen, Ahmet
dc.contributor.authorBulut, Mehmet Akın
dc.contributor.otherEğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
dc.date.accessioned2024-03-22T09:05:07Z
dc.date.available2024-03-22T09:05:07Z
dc.date.issued2024
dc.departmentİHÜ, Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
dc.description[ArticleInPress]
dc.description.abstractThe teaching of ethics in teacher education programs is crucial for fostering the moral and ethical development of prospective teachers and shaping them into ethical role models for future students. This study, employing qualitative case study research, gathered data from undergraduates in teacher education programs to explore the best approaches for ethics education. It found that combining digital and case-based pedagogical methods, fostering an open-minded attitude among lecturers, and implementing a blend of Socratic and active learning techniques leads to the most favorable outcomes. Additionally, con¬tinuous formative assessment throughout the academic year is essential. To cultivate a teaching workforce with strong ethical and moral values, undergraduate courses in ethics and morality should be thought-provoking, integrating real-life cases with a mix of digital and tangible resources. The ethics course lecturer should not only serve as a role model and exhibit a caring disposition but also use effective teaching methodologies. The pa¬per details key themes and categories for successful ethics instruction and offers specific recommendations.
dc.identifier.citationGöçen, A., Bulut, M. A. (2024). TTeaching ethics in teacher education: ICT-enhanced, case-based and active learning approach with continuous formative assessment. Journal of Academic Ethics. https://doi.org/10.1007/s10805-024-09503-0
dc.identifier.doi10.1007/s10805-024-09503-0
dc.identifier.issn1570-1727
dc.identifier.issn1572-8544
dc.identifier.scopus2-s2.0-85181924115
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1007/s10805-024-09503-0
dc.identifier.urihttps://hdl.handle.net/20.500.12154/2747
dc.identifier.wosWOS:001138433200001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorBulut, Mehmet Akın
dc.institutionauthorid0000-0002-7506-8750
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofJournal of Academic Ethics
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectEthics
dc.subjectMorality
dc.subjectEducation Technology
dc.subjectICT
dc.subjectTeacher Education
dc.subjectCase-Based
dc.subjectActive Learning
dc.subjectContinuous Formative Assessment
dc.titleTeaching ethics in teacher education: ICT-enhanced, case-based and active learning approach with continuous formative assessment
dc.typeArticle
dspace.entity.typePublication
relation.isAuthorOfPublication8514b19b-8eee-4ad2-83fc-24a77ab06df9
relation.isAuthorOfPublication.latestForDiscovery8514b19b-8eee-4ad2-83fc-24a77ab06df9
relation.isOrgUnitOfPublication5237ecdd-ea50-4c56-a9b2-80a402ceb7be
relation.isOrgUnitOfPublication.latestForDiscovery5237ecdd-ea50-4c56-a9b2-80a402ceb7be

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