الهوية المهنية للمدرس و علاقتها بالالتزام بأخلاقيات المهنة

Abstract EN

The concept of teacher professional identity is one of the concepts that scientists and researchers have been paying increasing attention to in recent years, in that reforms of education systems to global quality standards are based on degree of clarity of the teacher's professional identity, which is reflected in his ability to address issues related to his goals and roles in the profession in terms of principles, standards and ethics.

If ethics is the basis of communication between individuals and peoples, it is for the teaching profession the means and the goal at the same time, which is why it is a necessary condition of its practice and also the one of the most important concerns that educational supervisors have to consider the factors that affect the level of this commitment and to reflect this ethics in the behavior of personal and professional teachers.

The teacher's commitment to the ethics of his profession is a crucial factor in the transition from the teacher's role of mere indoctrination and the transfer of teaching materials to emphasize his role in the integrated education of the personality of the teacher learners, and this becomes the goal of modern education.

The purpose of this research is to explore the relationship between the formation of the teacher's professional identity and his commitment to the ethics of the teaching profession, from a psychological perspective in the context of Erickson's work on the identity crisis, and James Marcia's presentation on the concept of commitment to professional roles, values and principles, and discussed in light of the reality of the teaching profession in the Arab world in general, and to submit proposals to train the teacher before and after entry into the teaching profession.

After analysis and discussion of the theoretical framework of this research, it was found that the achievement of the professional identity of the teacher is not an inevitable result, and that not all teachers can necessarily achieve, the achievement identity is not agerelated, it is a result of healthy psychosocial growth during the previous stages of development.

Thus, the achievement of the professional identity of the teacher and his attachment to the ethics of the profession are two sides of the same coin and it has been found that many obstacles can affect the clarity of the professional identity of the teacher, the most important of which has been addressed in this research from three angles, In Training for a Career Teaching, when the current teacher enters the teaching profession.