Language - Gjuha
The ethical code at the University of Prizren
The aim of this document is to provide a grouping of base ethical principles which define professional responsibility of university professors in their teaching role.
Ethical principles in this document are conceited as general guides, ideals or faiths that should be considered together with conditions and relevant circumstances on drafts and analysis of university teaching.
The aim of this document is not to provide an ironed rule list or a systematic code of behavior which will be applied in all situations and the governance of all the eventualities. Also, the purpose is not contra dictation of the concept on the academic liberty but to describe ways that how academic liberty can be practiced responsibly.
Principle 1 – The competencies of containment
A university teacher holds a high level of the importance of subject knowledge and makes sure that course containment is actual, correct, represent and right for the course position on study program.
This principle means that teacher is responsible to keep the importance of subject not in fields of personal interests but also in all relevant fields in accordance with course’ objectives. The containment fit of the course includes what has been learned consists with the course aims. The representation of course containment contains topics which include differences on thoughts or interpretations. The realization of principles’ competencies requires the teacher to take steps forward to get informed of recent events form relevant field about his/her course.
Principle 2 – Pedagogical competencies
A pedagogical competent teacher can communicate the objectives of course at student considering methods and alternative strategies and he/she selects teaching methods which in accordance with research information (including personal and self-reflective researches) are effective on helping the students to achieve their course objectives.
This principle includes the fact that teacher possesses knowledge and relevant pedagogical skills including the communication of objectives and selection of effective methods. If possession of specific skills (critical analyses, comparable analyses) is part of course objectives and will be included on evaluation and marking of student, teacher will offer adequate opportunities to practice these skills during the course. To stand competent in pedagogical aspect, teacher takes active steps to stay on respect of teaching strategies and will help students to gain knowledge and relevant skills and will secure equal opportunities for all the students in spite of their ethnicity, religion or gender differences.
Principle 3 – The student development
The teacher’s essential responsibility is to give his/her contribution on intellectual development of student at least on the context of his/her expertise field and to avoid actions which reduce the student development.
Based on this principle the teacher’s basic responsibility is to sketch instructions which make teaching easier and encourages autonomy and independent thinking to student, treat students with respect and dignity ad avoid actions which in unjustified manner interrupt the student development.
Principle 4 – Bilateral relationship with students
To avoid interest conflicts teacher does not engage in bilateral relationship with students and surely he/she will interrupt the student development or will be smelled as a favor by the teacher’s side.
This principle means that it is teacher’s responsibility to hold relationship with students focused on pedagogical aims and academic requirements.
Principle 5 – Trust
Grades, attendance, other information, private communications are being treated as confidential materials and are taken out or publicized only with student’s decision or for legitimate academic reasons or if there is justification to trust the publicizing of such information will be beneficial for the student or it will prevent his/her damage or others.
This principle also says that students are titled with the same confidential level in relation to the teacher. The breaking of confidentiality on student/teacher relationship can cause unfaithfulness and reduce the academic motive by the teacher’s side. It does not matter politics of trust on student’s information they should be opened at the beginning of future academic year.
Principle 7 – Respect for colleagues
The University teacher respects the dignity of his/her colleagues and cooperates with colleagues on the interest of students’ developments.
Misunderstandings between colleagues related to the teaching can be solved privately, with no students’ development obstacle. If a teacher doubts that his/her colleague showed irresponsibility or ethic breaking on teaching takes the responsibility to investigate the issues and consults privately with his/her colleagues before taking further actions.
Principle 7 – Valid student’s evaluation
Giving the importance to the student’s performance assessment at university teaching and in student’s life and career teachers are responsible to take adequate steps to make sure that assessment valid, open, right and in harmony with course objectives.
This principle means that teacher is aware of advantages and disadvantages of assessment method based on this knowledge the teacher selects the evaluation techniques which corresponds to course objectives and at the same time it is trusted and valid. The evaluation procedures and marking are communicated to the student at the beginning of the course and there is not any deviation form the communicated procedures. Exams, works, projects and student’s tests are carefully marked by using previous communicated methods. Considering the size of students’ group they are provided some kind of stimulation and careful action –back on their performance during the course adding another explanation to their marking and constructive suggestions on that how the students improve their work.
Principle 8 – The respect for the institution
On the interest of students’ developments the university teacher is aware and respects educative aims, policies and standards of the institution in which he/she works.
This principle means that teacher shares collegial responsibility to work for the University good in general, to hold educative aims and university standards, to show confidence towards the University politics and rules.
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