Search results for: Caring relations
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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
Teacher educators who seek to advance social justice perspectives and promote equity-oriented dispositions often engage with challenging and controversial issues relevant to schooling, the lives of students, and the work of teachers. Addressing equity issues and controversial topics can be challenging and fraught with tensions for both students and teacher educators. The purpose of this self-study was to gain insight from a critical incident about a class discussion on an issue (i.e., gender normativity in curriculum and classrooms) that occurred in a graduate course for in-service teachers. The critical incident represented a challenging pedagogical moment given diverse perspectives on the issue. The qualitative inquiry was anchored in LaBoskey’s framing elements for self-study. Conceptual frameworks employed in analysis were Berry’s tensions in teacher education and Noddings’s ethic of care. Findings suggest that classroom discussions in moments of tension can be facilitated productively by (a) teacher educators acknowledging that the content under discussion may be of both political and personal relevance; (b) disclosing that the intent of discussions on controversial issues is to share and learn, not indoctrination; and (c) recognizing when continuing a discussion on a controversial issue is pedagogically unproductive. Implications for teaching practice and research are provided.
Updated: Jul. 14, 2021
This study investigates how pre-service teachers understand their caring role and their potential responsibility to care for students. The authors conclude that it was shown that within an Australian teaching and learning context ‘care’ was valued among these pre-service secondary teachers. However, the findings identified student tensions around discipline, boundary issues as well as anxiety about decision-making when faced with various caring dilemmas. Furthermore, the results revealed that these anxieties were underpinned by concerns about the limited training in this area.
Updated: Feb. 13, 2018
Caring About Caring: Newly Qualified Teachers’ Experiences of their Relationships within the School Community
The aim of this study is to explore newly qualified teachers’ (NQTs) experiences of their relationships within the school community during their first years at work. The findings from this study reveal three main characteristics of relationships: ‘caring about’, ‘reciprocity’ and ‘caring for’. Furthermore, these distinctive relationships include tensions of paradoxes of both positive as well as negative experiences amongst NQTs.
Updated: Jul. 25, 2017
Building Caring Relationships between a Teacher and Students in a Teacher Preparation Program Word-by-Word, Moment-by-Moment
The authors' purpose was to illustrate the process by which caring relationships between students and their teacher educator developed in the context of preservice reading preparation that made use of online communication as one class activity.
Updated: Jun. 27, 2012
This paper describes aspects of research relating to the influences of mentoring on the teaching and learning of academic literacy. This multiple case study, based on the principles of grounded theory, describes five cases. Analysis of each case study separately revealed six facets of academic literacy mentoring at the college.
Updated: Jul. 05, 2011