Document Type : Original Article
Authors
1 Faculty member, Department of Educational sciences, Farhangian University, Tehran, Iran.
2 Faculty member, Islamic education group, Farhangian University, Tehran, Iran.
3 M.Sc. student, Department of Educational sciences, Farhangian university, Tehran, Iran.
Abstract
This study aimed at representing the interpretations of students' experiences of teaching professional ethics in university teachers. In this qualitative study, phenomenological method was used. Hence, the statistical population was students of Fars Farhangian University, 26 people were selected by Purposive Snowball sampling. The process of selecting samples and collecting data continued until the theoretical saturation of the data. The research tool was semi-structured interview. All interviews were conducted with prior coordination in the university environment in a calm and appropriate atmosphere between October and December in 2019.Various methods were used to ensure the validity of the data, such as continuous data review, simultaneous data analysis, feedback to the interviewees, adequate time allocation and observer review. Then, students' experiences of teaching professional ethics were interpreted in four forms: Personality traits, Content presentation efficiency, Applying modern teaching methods, Proper and proper evaluation. Moreover, students pointed to significant problems in all components of teaching professional ethics that requires more attention from university authorities.
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Keywords
Sutkin G, Wagner E, Harris I, Schiffer R 2008, What makes a good clinical teacher in medicine? A review of the literature, Acad Med Vol. 83, No. 5, Pp. 452-66.
Tabarsi F 2005,Religious mores of a given source, Pp. 194.
Worthington RP 2015, Ethics and professionalism in a changing world Investigación Educación Médica Vol. 4, No. 15, Pp. 175- 178.
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