Research On The Development Stage Of Teachers’ Professional Ethics

Since the new era,with the strengthening and improvement of teacher ethics construction and the comprehensive deepening of the reform of teacher team construction,the issue of teacher professional ethics has been given a top priority.However,the current research on the development of teacher professional ethics is somewhat insufficient.Teacher professional ethics is a process of continuous development and improvement.If the rules of teacher professional ethics growth are ignored,the pertinence and effectiveness of ethics construction will be greatly reduced,which will affect the pace of teacher professional ethics development and hinder the process of teacher professional development.Based on this,this study attempts to explore the development process of teacher professional ethics,divide the development stages of teacher professional ethics,and reveal the logic of teacher professional ethics development,providing inspiration for ethics construction.This study adopts a qualitative research method,using observation and interviews to conduct investigations.Firstly,analyze the reasons and significance of the research,collate and review the literature through literature reading.Secondly,theoretical analysis is conducted on teacher professional ethics,clarifying the research ideas and contents.Thirdly,four typical states of teachers’ professional ethics are extracted through the organization and coding of observation materials and interview contents.Then,based on the analysis of the materials,the development stages of teacher professional ethics are divided,and the characteristics of each development stage are summarized.Finally,based on the survey results,suggestions are proposed for the construction of teacher professional ethics.Research has found that the professional ethics of teachers go through a process of development from "hollow" to "awakening" to "contradictory" and then to "transcendent".During the teacher training stage,the professional ethics of teachers are in the hollow stage,where teachers are triggered by pure moral cognition to believe in professional ethics but have not personally experienced moral emotions,thus easily feeling a disconnect between theory and practice when starting their career.In the emotional experience,teachers germinated professional ethics consciousness,and then entered the stage of professional ethics awakening,and teachers carried out free and independent professional development.After that,teachers experience conflicts of interest between family and work,and conflicts between their own development and student development,entering the stage of contradictory professional ethics.In the process of resolving conflicts with their own professional ethics,teachers’ moral willpower comes into play,leading to the development of transcendent professional ethics.At this stage,the professional ethics norms of teachers have transformed into internal moral beliefs,achieving a perfect unity of knowing and doing,and teachers realize their self-worth and feel great moral happiness.In order to improve the pertinence and effectiveness of teacher professional ethics construction,we cannot ignore the developmental and stage-specific characteristics of teacher professional ethics.Based on the developmental characteristics of teacher professional ethics,teachers should be given stage-specific ethics training,with a focus on enhancing individual professional ethics,promoting the accumulation of professional knowledge,and initiating teachers’ self-construction of morality.As the main body of professional ethics construction,we also need to provide a suitable environment for the development of teachers’ professional ethics.