Moral care and caring pedagogy: two dimensions of teachers’<i>praxis</i>

Gholami, Khalil

doi:10.1080/14681366.2011.548995

Cited by 23 publications

(27 citation statements)

References 19 publications

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“…Further descriptive analysis with the ESSQ suggested that the level of perceived ethical sensitivity in the sample was high (M = 3.88; SD = 0.36). Such a result supports the idea of "teaching as a moral activity", which has been reflected in several important studies [34][35][36][37][38]. In these studies, "caring" is considered to be a fundamental competency for teachers in their day-to-day activities.…”

Section: Conclusion and Discussionsupporting

confidence: 78%

The Cultural Dependence of the Ethical Sensitivity Scale Questionnaire: The Case of Iranian Kurdish Teachers

Gholami

Tirri

2012

Education Research International

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A good theory-based tool for measuring ethical sensitivity, which is usable in different contexts, is scarce. In this study, we examined the Ethical Sensitivity Scale Questionnaire (ESSQ) in line with its seven-dimension structure. The scale was presented to a sample of 556 Iranian Kurdish teachers in primary, middle, and high schools. A confirmatory factor analysis was conducted to scrutinize the original factor structure of the ESSQ. The results confirmed that the ESSQ supports a reasonable model fit to study the seven dimensions of ethical sensitivity as it was developed in the original study. However, some modifications were conducted to free high error covariance between four pairs of items in the scale. This modification increased the fit indices and thus resulted in a good model fit. In addition to examining the satiability of the ESSQ, a further analysis showed that the level of ethical sensitivity in the targeted sample was high.

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Section: Conclusion and Discussionsupporting

confidence: 78%

The Cultural Dependence of the Ethical Sensitivity Scale Questionnaire: The Case of Iranian Kurdish Teachers

Gholami

Tirri

2012

Education Research International

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“…These teachers feel that there are extraordinary possibilities in their role to be a force for good: to help young people to broaden their intellectual and moral horizons and to deepen their connection to their own intellectual and human capacities" [6]. The rationality behind this perspective is to emphasize that nurturing the whole character of one's students takes precedence over their academic properties [10,11].…”

Section: Introductionmentioning

confidence: 99%

“…It is a new and different approach to teaching practice since teachers consider different ends, and their own pedagogical orientation in their personal philosophy of teaching. The "principal end" of teachers, in caring teaching, is to nurture the whole character and dignity of the students [10,11,19], whilst in other teaching approaches, such as "effective teaching," the dominant duty of teachers is to transmit educational materials to students. In caring teaching, however, this end is overridden by virtues embedded in the main ends of the teachers.…”

Section: Introductionmentioning

confidence: 99%

“…In the first place, teachers help students enhance their moral competency by nurturing the character of the students. In addition to academic skills, teachers here care about students' basic social and personal skills for life outside the school community [10,16]. In the second place, teachers should have good manner and integrate it into their pedagogical decisions.…”

Section: Introductionmentioning

confidence: 99%

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Caring Teaching as a Moral Practice: An Exploratory Study on Perceived Dimensions of Caring Teaching

Gholami

Tirri

2012

Education Research International

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The challenges of the globalization are enormous because the free competition demands all the aspects of life as such as: the economic, political, social, cultural, health, trade, even education fields have been something that needs to be prepared so that we can follow those the developments. The strategy of the Teacher Training and Education Faculty as the producing of the teachers staff must have the four main programs that must be the objectives in the implementing of the learning process for the students as such as: (1) the preparing of the graduates (outcomes) of the human resources that qualified, (2) to create the conducive learning environment for the students and the society by the improving of the quality services, (3) following the development of the sciences and technologies, and (4) follow up the regulation development set by the government or the state in accordance with the ability possessed. If all the four efforts are well done, the graduates will be ready to be qualified teachers to achieve the national education goals and the our country is able to compete in the globalization era. It is also in line with the four pillars of the educational goals set by the United Nations Educational, Scientific and Cultural Organization (UNESCO) to make the students learn how to learn (learning to know, learn to do something, learn to be something, learning to live to gether.

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“…There is an intricate constitution to all teachers' thinking during planning, forming the foundation of the interactive teaching phase and enabling the post-active reflective phase; see Mena Marcos et al (2008), and planning necessitates the interplay of several cognitive processes. Some key examples of cognitive processes in teaching include, decision making (Eley, 2006), teacher professional judgement (Gholami, 2011), problem solving (Chua et al, 2016) and pedagogical reasoning (Vesterinen et al, 2010), etc. One 'launch pad' (Marcos, 2008) of cognitive processing is captured in the study by Plaut (2006) on the valuable role necessary confusion plays in learning.…”

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confidence: 99%

The invisible plan: how English teachers develop their expertise and the special place of adapting the skills of lesson planning

Enow

Goodwyn

2018

English in Education

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The invisible plan: how English teachers develop their expertise and the special place of adapting the skills of lesson planning. Abstract:This paper analyses how English teachers learn to become expert designers of learning and why sharing that expertise is increasingly vital. Its conceptual framework is the widely recognised, empirically tested, five-stage developmental Dreyfus model of skill acquisition, exemplifying the development of teacher expertisesee Goodwyn (2017a), constituted by the 'milestone' [m] and 'transitory' [t] phases connecting with the five (5) stages of: Novice [m], Advanced Beginner [t], Competent [m], Proficient [t] and Expert [m]. Teacher planning is analysed as one key tacit or non-tangible component of developing expertise. Focusing specifically on English teachers as key participants in this pioneer teacher cognition study, the defining characteristics of milestone stages of expertise development are explored with specific attention to the remarkably under-researched area of planning. We introduce three new categories, defining modes of planning, (i) visible practical planning, (ii) external reflective planning and (iii) internal reflective planning demonstrating their role in teacher development through the Dreyfus five (5) stages. Implications for practice include an explicit understanding of how teachers' planning moves through the three phases. Further research is needed to explore how English teachers in particular can share planning expertise between the three phases to improve teachers' skills and student learning. Introduction:A considerable body of research in education concludes that teaching is remarkably complex (Sinnema et al. Hall and Smith, 2006). This article explores our current understanding of the nature of its inherent complexities in relation to teacher development over time and especially in relation to English teachers and their modes of planning. The complexities of teaching are also infused with the globally acknowledged intricacies of English as a subject (Matthewman, 2014;Exley and Chan, 2014;Goodwyn, 2011;Colarusso, 2010;Gibbons, 2009;Sperling and DiPardo, 2008).Currently there are many commendable 'Handbook' style guides to planning for English teachers, especially novices. However, apart from Goodwyn's research (2011) based on book length examination of the development of novice English teachers and the work of their specialist mentors (Goodwyn, 1997), there is little actual research about how English teachers describe their planning processes. As a result, much of the research literature discussed here, and the underpinning Dreyfus schema, is necessarily generic and our argument and findings should be of interest beyond English teaching. However, we are careful to underline that our evidence here comes exclusively from English teachers and is analysed through a subject specialist lens and a recognition of the rapid policy changes that impact the subject, almost certainly more than any other . As this article seeks to establish a new conceptual approach t...

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Moral care and caring pedagogy: two dimensions of teachers’praxis

Cited by 23 publications

References 19 publications

The Cultural Dependence of the Ethical Sensitivity Scale Questionnaire: The Case of Iranian Kurdish Teachers

The Cultural Dependence of the Ethical Sensitivity Scale Questionnaire: The Case of Iranian Kurdish Teachers

Caring Teaching as a Moral Practice: An Exploratory Study on Perceived Dimensions of Caring Teaching

The invisible plan: how English teachers develop their expertise and the special place of adapting the skills of lesson planning

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