Preschool Teachers’ Professional Ethics Of Research

Preschool teachers’ code of professional ethics(COPE) is the common code ofconduct that preschool teachers should follow when they engage in professionalactivities, as well as a specific standard to evaluate their behaviors. In the preschoolteachers’ moral construction, COPE plays an important role. Ministry of NationalEducation(MONE) successively promulgated two sets of COPE, one is for primaryand secondary school teachers in2008and the other is for teachers of institutions ofhigher learning for the first time in2012. They provide certain practicing standardsfor these teachers’ professional behaviors and promote the improvement of theirethics effectively. However, there still lack of an authoritative COPE for preschoolteachers. Although a lot of kindergartens have set some analogous standards forpreschool teachers, it still can’t be ignored that we indeed need certain systematicand official relevant provisions to be promulgated and implemented. This realityhinders the further normalization and development of preschool education.Therefore, it is imperative to establish an COPE system for preschool teachers. Thispaper will begin with the theoretical interpretation of preschool teachers’ COPE, andthen make a deep analysis on the current situation of preschool teachers’professional ethics in China and its causes. As the result, it tries to put forward somespecific suggestions and measures for a scientific establishment of COPE system forpreschool teachers. The whole research includes four chapters.Chapter1is mainly about an introduction. It contains the chosen topic’s target,significance, a literature review, research methods and innovations. Focused on thetheoretical background and realistic condition of this topic, it stresses out theimportance of establishing preschool teachers’ COPE in present.Chapter2talks about the developing history of preschool teachers’ COPEtheory at home and abroad. Under a support of abundant data, it aims at providing asystematic and comprehensive summary of the performances and the accumulatedsuccessful experiences in each stage of preschool teachers’ COPE’ historical development at home and abroad. What’s more, this chapter analyses and prospectsthe future development of preschool teachers’ COPE in our country. It mightsuggest lessons for establishing standards for our teachers’ COPE and cultivatingthe practices.Chapter3makes a deep analysis on the current situation of preschoolteachers’ professional ethics in China and its causes. Firstly, it briefly describes thecurrent situation of preschool teachers’ professional ethics in China. Then throughsome kinds of field survey on kindergartens’ leaders and teachers (taking somestate-run, civilian-run and representative kindergartens in Shandong Province asexamples, coupled with some surveys on kindergartens in other cities), includingquestionnaire survey, interview etc., it tries to figure the possible reasons causingthis situation.Chapter4is coming up with some specific suggestions and measures for ascientific establishment of COPE for preschool teachers. Based on thecharacteristics of this profession, young children’s age and kindergartens’environment, this research tries to give some details about preschool teachers’COPE and a systematic discussion on the principles and evaluation mechanism forformulating preschool teachers’ COPE. It could provide as a scientific base forpreschool teachers’ COPE.