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AuthorRomanowski, Michael H.
Available date2024-04-24T03:04:26Z
Publication Date2022-09-01
Publication NameJournal of Academic Ethics
Identifierhttp://dx.doi.org/10.1007/s10805-021-09395-4
CitationRomanowski, M. H. (2022). Preservice teachers’ perception of plagiarism: a case from a college of education. Journal of Academic Ethics, 20(3), 289-309.‏
ISSN15701727
URIhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85104979973&origin=inward
URIhttp://hdl.handle.net/10576/54125
AbstractFew studies examine plagiarism in a Middle Eastern context, specifically from the perspectives of preservice teachers. As future gatekeepers of academic integrity, preservice teachers need to understand plagiarism. This study surveyed 128 female preservice teachers in one university in the Gulf Cooperation Council (GCC) countries. The survey explores preservice teachers regarding their understandings and reasons for academic plagiarism and their responses to particular scenarios. Findings indicate that preservice teachers have a thorough comprehension of plagiarism and suggest a lack of knowledge of citing sources, weak writing skills, a lack of time, and not knowing the research process as reasons for plagiarism. Informants' responses to six scenarios are presented to illustrate their perspectives further. Discussion addresses language and cultural issues to contextualize the study.
SponsorOpen Access funding provided by the Qatar National Library.
Languageen
PublisherSpringer Science and Business Media B.V.
SubjectGulf cooperation council countries
Plagiarism
Preservice teachers
Teacher education
TitlePreservice Teachers’ Perception of Plagiarism: A Case from a College of Education
TypeArticle
Pagination289-309
Issue Number3
Volume Number20


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