Prospective Mathematics Teachers and Cheating:It is a Lie If I Say I Have Never Cheated

The aim of this study is to reveal reasons why prospective mathematics teachers engage in cheating and other forms of academic dishonesty. For this aim, an open-ended question was administered to 48 forth year student teachers. They wrote and submitted a one or two-page reflection paper. Their writt...

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Bibliographic Details
Published in:Egitim ve Bilim 2011-04, Vol.36 (160), p.52
Main Author: Eraslan, Ali
Format: Article
Language:eng ; tur
Subjects:
Academic misconduct
Cheating
Dishonesty
Education
Educational Environment
Learning
Mathematics
Mathematics teachers
Preservice Teachers
Student teachers
Teaching
Undergraduate Students
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Summary:The aim of this study is to reveal reasons why prospective mathematics teachers engage in cheating and other forms of academic dishonesty. For this aim, an open-ended question was administered to 48 forth year student teachers. They wrote and submitted a one or two-page reflection paper. Their written responses were qualitatively analyzed for the common themes. Findings indicated that 81% of them cheated on and their most practiced behaviors were 'writing the crib notes on the desk', 'copying from another student', and 'permitting another student to look at your answer'. The rest of 19% claimed that they have never cheated because of 'fear of being caugth and penalties they might face', 'moral beliefs and values', and 'satisfactory of being succcesful on their own'.
ISSN:1300-1337