Conceptual Framework & Ethical Dispositions

Four Principles of American Educator Association (AAE) Ethics Teacher and GCU Candidate Teacher | The proficiency / professional nature of the conceptual framework is very similar. Seven principles and proficient purpose | | Duplication is expectation for respecting the diversity of others, fair professional behavior reflects curiosity and sincere sympathy | | | | American Educators Association Principle 1 The four principles of moral teachers are ethical behavior of students.

Listed in that section are the numbered points below. Vocational educators do not intentionally degrade students. | | 4. Professional educators make constructive efforts to protect students from harmful learning, health, or safe situations. The purpose of these two projects is the same as that intended by the GCU for advocacy professionals. | | Educator should be a student | | Defenders, in many cases, we are the only voice the students can have

In many cases, the teacher acts as a guardian and must be fair to help students solve equal problems. Fair, one of the many major areas GCU expects, | reminds the rest of Project I: Ethical behavior of students. The remaining items are as follows. Professional educators work with each student in an appropriate and fair manner and strive to tackle issues such as discipline and school policy. | 3. Unless required by law, professional educators do not disclose confidential information about students. | | 5. Professional educators seek to provide facts without distortion, prejudice, or personal prejudice. | The purpose of these expectations is to ensure that all students are treated equally. We all have heard stories about "teacher 's pet". These expectations are to prevent teachers from showing unfair personal feelings to students in certain circumstances. Principle II: The fulfillment and performance of ethical practice in AAE documents includes: | | 3. Professional educators continue to grow professionally. These subagents have the same purpose as dedicated services in GCU processing. As an educator, the worst thing we do as an educator is | to stop growth, professional and spiritual.

When I decided to become an educator, I chose to become the best educator. We are expected to be the best for our students. | All principles and proficiency of the four principles of the American Educators Association (AAE) ethical teacher and GCU teacher | conceptual framework The proficiency degree / professional disposition of the candidate is necessary. As an educator, we are looking forward to these. Because they are important for making students the best students. | | | |

There is a series of ethical perspectives and units can determine the set of disposal options that it selects based on their conceptual framework and mission. . . There is no doubt that there is more than one usage and meaning of the term in expert literature and wider public discourse. . . As a community of teacher educators, we can not ignore the big goal of building a personality structure from the beginning - develop moral and ethical aspects of education profession. (page 3)

Occupational and personal orientation, consistent with the PEP conceptual framework, is integrated into all aspects of the candidate's professional preparation in curriculum, hands-on experience and clinical practice. Candidate education program candidates are familiar with state, state, and professional disposal standards. They research, discuss, reflect, and write at least one article that applies professionalism to the real world classroom scenario encountered in the field experience and / or clinical practice. All candidates study the InTASC standard (see Appendix A) and the New York State Education Code of Ethics (see Appendix B) regardless of the subject matter. If feasible, this procedure also uses standards in specific fields for disposal in this procedure. The PEP processing form (see Appendix C) has been changed for each subject, the details of which are as follows. one