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Development of the promoting teacher attribution model for promoting science teachers' moral and ethical characteristics

机译：促进科学教师道德和道德特征推进教师归因模型的发展

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The promotion science teacher attribution model to develop the moral and ethical characteristics was to analyze, synthesis, and develop the guidelines of the scoping study into concepts, theories and research related about the moral and ethics of characteristically teachers from the resources, including research papers, research articles related research, and interviews with luminaries of 9 members. Using interviews and document analysis, data analysis, content analysis, and present an essay was built. The promoting attributes a teacher, moral principles, concepts and theories involved and guidance of a qualified were developed. The Multiple-Attribute Consensus Reaching (MACR) from 12 educational experts were checked the suitability and feasibility of the model, the possibility of the manual with the research instruments consisted of the promotion model attributes the moral and ethics teacher's characteristics were evaluated, to guide the promotion attributes' model forms were assessed, the first edition of the manual data analysis, information obtained from the evaluation of the suitability and feasibility analysis model and guide for the average were administered. The results have found that; the promoting moral teacher attribute data to their moral and ethical characteristics was divided into two groups, priests and scholars. In both groups, the promotion attributes, focusing on teacher's groups is moral in nature to modify the idea to a change of attitude within the organism. Students got down to real experience; an analysis and synthesis face learning environments that cause cognitive skills to act as a self-realization possibly. The promotion model, moral principles, including the importance of the activities, objectives and evaluation methods were attributed. These core concepts learning theory and social cognitive theory, and integrated learning experience were comprised in five stages and four processes, namely; the intended, memory storage process, the actions, and the incentives of the motivation processes. The appropriateness and feasibility of the model and the appropriateness of the form scales evidence of a high level. The assessing guide on the appropriateness of the guide scale and the possibility of the manual guide responded of at a high level, similarly.
机译：促进科学教师归因模型发展道德和道德特征是分析，综合，并使范围研究的指导，以及对来自资源的特征教师的道德和伦理的概念，理论和研究的指导，包括研究论文，研究文章相关研究，以及9名成员的淡色访谈。使用访谈和文档分析，数据分析，内容分析，并建立了一篇文章。开发了促进属性教师，道德原则，概念和有资格指导的理论。从12名教育专家的多个属性共识（MacR）的达到（MacR）进行了验证性和可行性，手册与研究仪器的可能性由促销模型归属，旨在评估道德和道德教师的特征，以指导评估促销属性的模型形式，第一版手动数据分析，从评估适用性和可行性分析模型和平均指南获得的信息获得的信息。结果已经发现;促进道德教师将数据归于其道德和道德特征分为两组，牧师和学者。在这两个群体中，关注教师团体的促销属性是德国，以修改生物体内的态度变化的想法。学生们陷入真正的经验;分析和综合面部学习环境，导致认知技能充当自我实现。促进模式，道德原则，包括活动，目标和评估方法的重要性归因于此。这些核心概念学习理论和社会认知理论，以及综合学习经验包括五个阶段和四个过程，即;预期的，内存存储过程，动作和动机过程的激励。模型的适当性和可行性以及形式的适当性缩放了高水平的证据。评估指南关于指导规模的适当性以及手动指南的可能性在高水平的情况下响应。

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