Search results for: Vulnerability
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This study examines what types of emotional work are entailed in approaching multicultural education from a pedagogy and an ethnic of discomfort. The findings reveal a typology of the kinds of emotional work that the authors engage in as teacher educators practicing a pedagogy and ethic of discomfort in multicultural teacher education. The first type of emotional work is managing personal emotional reactions. The second type of emotional work is facing your past in your present practice. The third type of emotional work is remaining vulnerable and emotionally available for students.
Updated: Feb. 11, 2018
This article explores organizational and peer dynamics that impact the potential for productive, trusting peer relationships. Findings indicated that trust in a reciprocal peer coaching context is formed through the development of emotional attachment and mutual confidence enhanced by confidentiality. In addition, the openness that comes through trusting enough to make ourselves vulnerable leads to the confidence to share plans for the future and to reveal important values.
Updated: Nov. 30, 2016
This paper explores the dual and seemingly contradictory potential of self-study research to illuminate our fears, anxieties, tensions and uncertainties as teacher educators, whilst acting as a catalyst for community building. This self-study research was conducted during the founding year of a new school of education, drawing data from surveys and interviews with faculty about their own self-study research and participation in one another's studies.
Updated: Jan. 26, 2008
This paper documents a self-study research group's development and its effects on 11 participants. Drawing on the scholarship of the self-study tradition within educational research, we see teacher knowledge as an important and largely untapped source for the improvement of teaching. Positioning participants to look at the sense and selves being made on a continual basis is the task embraced by this self-study group. The paper reveals professional development risks and opportunities confronted by educators through vulnerably, accountably, integrally, and mindfully negotiating teaching-learning lives.
Updated: Jan. 26, 2008