Preschool Teachers’ Understanding Of Professional Ethical Codes

With the advancement of the professional development of teachers,people are more and more aware of the importance of professional ethics in the process of teacher professional development from the limitation of "traditional teacher ethics".Professional ethics,as an important part of the professional quality of teachers,is an important indicator to measure the professional development of teachers,and should become an important research field in the professional development of teachers.In terms of the relevant research on professional ethics of preschool teachers,researchers mainly discuss the connotation,content and importance of professional ethics in theory,but lack of empirical research on specific professional ethical codes.In addition,professional ethical codes are a textual form of professional ethics in the state of ought to be.The key to the practice and implementation of professional ethical codes lies in the teachers’ understanding and internalization of its concept and content.Therefore,this paper attempts to start from the specific professional ethical codes,and mainly discusses the preschool teachers’ perception of the concept of the specific professional ethical codes;the understanding of the importance and feasibility of the content of specific professional ethical codes by preschool teachers at different professional levels;the differences and reasons of preschool teachers’ understanding of specific professional ethical codes at different professional levels;the assumptions and expectations of preschool teachers on the implementation of professional ethical codes.Based on the above research questions,the first step of this study is to find a specific and operational normative text,namely,Chongqing A preschool teachers’ professional ethical codes.And then based on the preschool teachers’ full reading and familiarity with the text,60 preschool teachers of different professional levels were interviewed in depth by using structured interview method,in order to explore the understanding of the professional ethical codes of preschool teachers of different professional levels.The results show that preschool teachers’ perception of the concept of professional ethical codes mainly includes eight aspects,which are“child-oriented”,“creative education for young children”,“respect for young children”,“equal treatment of young children”,and “pay attention to individual differences of young children”,"lead by example","protect the rights of young children","care for young children".Among them,the values of “child-oriented” and “creative education for young children” are consistent with the values of "child-centered" and "free creation" envisaged by the kindergarten when formulating the ethical codes.Preschool teachers have a consensus on the importance and feasibility of the content of the professional ethical codes,but there is also inconsistency;there is a significant difference in the understanding of the importance and feasibility of some specific items in the professional ethical codes of preschool teachers at different professional levels.In general,the understanding of the importance of the professional ethics content of the novice preschool teachers is significantly lower than that of the backbone preschool teachers;in general,with the improvement of the professional level,the understanding of the preschool teachers’ feasibility of the content of professional ethics is also improving.Finally,preschool teachers have three assumptions and expectations about the implementation of professional ethical codes: voluntary compliance,supervision and implementation,voluntary and supervision combination,among which the combination of voluntary and supervision is a more optimistic and recognized way.