Search results for: Care theory
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Attempting to Implement A Pedagogy of Care during the Disruptions to Teacher Education Caused by COVID-19: A Collaborative Self-Study
This article reports on a collaborative self-study conducted by the authors (two teacher educators) as they attempted to implement a pedagogy of care during the disruptions to teacher education caused by COVID-19. Due to the pandemic, they were required to conduct their teacher education courses synchronously online through video-conferencing software. Although this mode of instruction allowed them to continue teaching despite the restrictions necessitated by COVID-19, the relational aspect of teaching and the role of care seemed to be limited and became an important concern for them. Through self-study, they aimed to improve their online teaching practices by enacting a pedagogy of care during one full semester. They detail their attempts to conceptualise a pedagogy of care for the online classroom, begin their courses from a position of care and prioritize and maintain care throughout the semester. They also present the ongoing challenges they experienced in implementing a pedagogy of care online. While recognising that everyone has been affected by COVID-19 in different ways, they hope through sharing their experiences, others can learn from them and conceptualise and implement a pedagogy of care in their contexts.
Updated: Dec. 22, 2021
As a teacher educator, the author sought to understand how to cultivate care ethics in her online teaching over a three-year period. Through surveys, student work, interviews, her course materials and teaching journal, and video-ed synchronous class sessions with seven cohorts of teacher candidates, the lenses of care ethics revealed particular challenges and possibilities for care with authentic modeling through story, practice and continuity, dialogue, and addressing power and confirmation in assessment. The self-study process helped her uncover her own assumptions to carve out better ways to cultivate caring relationships in the distanced and disembodied online environment.
Updated: Oct. 08, 2021
This study investigated what happened during the implementation of a co-teaching model for student-teaching from a relational perspective. When analyzed through the theoretical framework of care ethics, teacher-candidates and their mentor-teachers developed caring relationships, acknowledged and negotiated differential power dynamics, and described cultivating a caring climate through dialogue and modeling.
Updated: Jun. 29, 2020
Mathematics professional development for elementary teachers: Building trust within a school-based mathematics education community
Issues related to trust in a professional development project are discussed in this article, which aims at improving mathematics instruction by developing a mathematics education community of learners. The learners were conceived as both the teachers and the mathematics educators.
Updated: Dec. 11, 2007