Abstract
INSTRUCTORS’ VIEWS ON ACADEMIC DISHONESTY BEHAVIORS OF TEACHER CANDIDATES
The aim of this study is to examine the views of instructor on academic dishonesty behavior, exhibited by teacher candidates. Qualitative research methods and techniques were used in the research. Phenomenology was used as a research design in the study. The participants of the study consisted of 8 instructor working in a education faculty. Nominal group technique and focus group interview techniques were used together in the collection of research data. Academic dishonesty behaviors observed by pre-service teachers not to share the workload in group work, to prevent the work of friends, not to do a quality homework, dishonesty in the assignment, signature instead of someone else, not to fulfill the requirements of the lesson in practice, to take the exam instead of someone else, change the paper during the exam, to come to the lesson late (to make a habit), cheat, present someone else's homework as his / her homework. Briefly, instructors while expressing their views on academic dishonesty behavior, they often emphasized examinations, homework and attendance. The most important of the behaviors that can be considered as dishonesty behaviors in terms of instructors is to take the exam instead of someone else. The most insignificant behavior of dishonesty is that late for class. Also according to do research results individual and institutional measures should be taken to prevent academic dishonesty behaviors.
Keywords
Academic dishonesty, plagiarism, copy, teacher candidate.
