Nurturing Teacher Wellbeing Through Values Education

Dasoo, Nazreen

doi:10.1007/978-90-481-8675-4_22

Cited by 10 publications

(3 citation statements)

References 13 publications

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“…These two basics truly constitute a unity. Dasoo (2010) reports on a South African program designed to instil values education pedagogies in teachers and on the major impact noted of enhanced self-esteem and wellbeing on the part of teachers as they experienced the students' improved learning responses wrought by the pedagogies. This work points to the circular effect, commonly found in updated literature of this kind, between student and teacher wellbeing.…”

Section: Updated International Researchmentioning

confidence: 99%

Values education and holistic learning: Updated research perspectives

Lovat

2011

International Journal of Educational Research

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Section: Updated International Researchmentioning

confidence: 99%

Values education and holistic learning: Updated research perspectives

Lovat

2011

International Journal of Educational Research

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“…As a result, in the USA, educational priorities have been increasingly formed around improving academic performance while problems of behaviour have been exacerbated at the same time as academic performance has stalled. Dasoo (2010) reports on a South African program designed to instil values pedagogies in teachers and on the major impact noted of enhanced self-esteem and wellbeing on the part of teachers as they experienced the students' improved learning responses wrought by the pedagogies.…”

Section: International Researchmentioning

confidence: 99%

Values Pedagogy and Teacher Education: Re-conceiving the Foundations

Lovat¹,

Dally²,

Clement³

et al. 2011

AJTE

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“…I agree with Kovac and Coppola (2006), who argue that any enterprise with a goal of human transformation must be concerned with ethics (Dasoo 2010). It is not possible to teach without engaging students directly or indirectly in the understanding of ethically sensitive teaching (Tirri & Hanhimäki 2008).…”

Section: Values As Everyday Practicementioning

confidence: 66%

A teacher educator's practicebecominga living theory

Pienaar

Lombard

2010

Education as Change

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This article presents an author's struggle to develop a 'living' theory of values in teacher education. The article argues that these values will manifest especially those situations where there are contradictions and tensions in the ever-changing context of pre-service teacher education. These contradictions are sometimes between discourses of values and the reality of everyday talk and interaction of everyday practice. This paper is an account of one teacher educator's reflective action enquiry in which he attempted to find ways of developing morally reflective communities of practice in which all participants may offer an account of their dynamic (and tension-rich) learning and how values of education feature in this learning. In philosophising about his curricular and instructional practice he gradually composed what he would like to term 'the becoming' (in a DeLeuzian sense) of 'a living theory'. The theoretical lens used to frame the developing living theory is a combination of 'routinised practice' as propounded by Erving Goffman (1981) and the set of theories about the 'logic of practice' as argued by Reckwitz (2002).

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Nurturing Teacher Wellbeing Through Values Education

Cited by 10 publications

References 13 publications

Values education and holistic learning: Updated research perspectives

Values education and holistic learning: Updated research perspectives

Values Pedagogy and Teacher Education: Re-conceiving the Foundations

A teacher educator's practicebecominga living theory

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