Teacher As Moral Model – Are We Caring Enough?

Narinasamy, Ilhavenil; Logeswaran, Aravindan Kalisri

doi:10.5430/wje.v5n6p1

Cited by 27 publications

(24 citation statements)

References 30 publications

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“…This case study highlighted a limited understanding of a teacher in the classroom on what constitute care for her students. However, her display of caring was shown more through her rolemodelling traits such as showing concern for students, praising students, displaying patience, empathising with students and listening to students that had positive responses from the students and this emphasizes that more positive characteristics Advances in Social Science, Education and Humanities Research, volume 307 could have emerged if the teacher understood the concept of 'care' [22].…”

Section: Discussionmentioning

confidence: 99%

Building Noble Akhlaq of Student through the Uswah hasanah Model of Patience of the Prophet Ayyub

Somad¹,

Fahrudin²

2019

Proceedings of the Social and Humaniora Research Symposium (SoRes 2018)

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Living in the world always faces pleasure and difficulties. Humans usually complain when tested with distress. Instead, they rejoice when tested with pleasure, lots of wealth, have a high position, etc. Even though the Lord's test in the form of tribulation is most coveted by the Prophets and holy men. The Prophet Ayyub is Uswah hasanah in patience. He was tested by God with very severe skin aches, itching and burning for 11 years, poor property, and being driven out of his hometown. However, he was patient. The study aims to find Uswah hasanah learning model of the Prophet Ayyub to instill a patient attitude for SMP students. The study method uses the Quranic story. The study found that the Prophet Ayyub had high patience because he was aware that God's test of distress, if he lived patiently, would bring goodness to the world and the hereafter. Even if he endeavors to seek treatment and pray, this is done because he is merely obeying God's commands (who order to try to pray). The implication is that religious education should emphasize a large portion of patience education. The benefit is, when facing the Lord's test in the form of ugliness, students have a mental readiness to deal with it patiently.

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Section: Discussionmentioning

confidence: 99%

Building Noble Akhlaq of Student through the Uswah hasanah Model of Patience of the Prophet Ayyub

Somad¹,

Fahrudin²

2019

Proceedings of the Social and Humaniora Research Symposium (SoRes 2018)

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“…Lo anterior fomenta las emociones positivas en el aula (Day, 2009;Flores y Porta, 2012). La pasión no es algo intangible, esta se puede transmitir a través del lenguaje no verbal, así como por la expresión oral (Mortiboys, 2016).…”

Section: Discussionunclassified

Qué hacen los docentes para desarrollar la inteligencia emocional en las aulas universitarias. Un estudio cualitativo | What teachers do to develop emotional intelligence in university classrooms? A qualitative study

Luzuriaga

2019

ESPIRAL-CUADERNOS DEL PROFESORADO

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El maestro es una figura clave en el aprendizaje y perfeccionamiento de la inteligencia emocional (IE) en educación superior, no obstante, hasta el momento existen pocos trabajos empíricos que identifiquen acciones específicas para su fomento en el aula. Por lo anterior, el objetivo de esta investigación es indagar en las prácticas que los docentes de educación superior emplean, dentro de los salones de clase, para desarrollar la IE de los estudiantes. Con la finalidad de cumplir con dicho propósito se estructuraron cinco grupos focales, en dónde participaron 31 alumnos próximos a finalizar la licenciatura en psicología en la Benemérita Universidad Autónoma de Puebla, cuyas respuestas fueron analizadas mediante la propuesta de Strauss y Corbin (2002) para el desarrollo de teoría fundamentada. Los resultados arrojan que: demostrar pasión; generar climas positivos en el aula; planificar y aplicar actividades específicas; demostra empatía; y ser ejemplo en el manejo y expresión de las emociones son clave para la promoción de la IE. Por lo anterior se concluye que para fomentar ésta habilidad en los estudiantes universitarios el docente tiene que contar con numerosas capacidades emocionales, sociales y cognitivas.AbstractThe teacher is a key figure in the learning and improvement of emotional intelligence (EI) in higher education; however, there are few empirical studies that identify specific actions for the promotion of the ability in the classroom. Therefore, the aim of this research is to inquire the practices that higher education teachers use for the development of EI in their students. To fulfilling this purpose, five focus groups were structured with 31 students next to finish the psychology degree, in the Benemérita Universidad Autónoma de Puebla, whose answers were analyzed by the proposal of Strauss & Corbin (2002) to develop grounded theory. The results show that: demonstrate passion; generate positive climates in the classroom; plan and implement specific activities; generate empathy; and being an example in the management and expression of emotions are fundamental to the development of EI. Therefore, it is concluded that in order to promote EI in university students, the teacher must have numerous emotional, social and cognitive abilities.

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“…While teachers can influence the caring development of their students by simply being a role more, the teachers could be more effective at teaching their student to be caring if they understand caring and how to foster caring growth in others (Narinasamy & Logeswaran, 2015). Some teacher preparation programs have integrated content for preparing teachers to incorporate caring lessons into their lesson plans (Smith & Gill Lopez, 2016).…”

Section: Caring In the Cuirriculummentioning

confidence: 99%

Beyond the Books: Teacher Practices and Perceptions of Teaching Caring and Curiosity

Nadelson

Broyles

et al. 2019

JCT

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Caring and curiosity are fundamental to learning and working well with others. Individuals who are both caring andcurious have empathetic curiosity and want to know about other people and take the initiative to learn aboutperspectives, needs, and goals of those around them. Empathetic curiosity can be enhanced through activities inschools. The goal of our project was to determine teachers’ perceptions and practices associated with teaching andlearning caring and curiosity. The data we collected from 183 K-12 teachers revealed positive perceptions ofteaching caring and curiosity. We found that the instructional methods used to teach caring shifted with the curricularcontent. Our research also revealed that the focus of curiosity changed when the teaching concentrated on contentrather than the instruction method. The teachers relatively limited focus on caring for others when teaching caringsuggests that they may not be considering empathetic curiosity as a learning goal. Based on our findings we interpretour results and provide implications for teaching and learning.

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Teacher As Moral Model – Are We Caring Enough?

Cited by 27 publications

References 30 publications

Building Noble Akhlaq of Student through the Uswah hasanah Model of Patience of the Prophet Ayyub

Building Noble Akhlaq of Student through the Uswah hasanah Model of Patience of the Prophet Ayyub

Qué hacen los docentes para desarrollar la inteligencia emocional en las aulas universitarias. Un estudio cualitativo | What teachers do to develop emotional intelligence in university classrooms? A qualitative study

Beyond the Books: Teacher Practices and Perceptions of Teaching Caring and Curiosity

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