The Art of Teaching: Ernest Shackleton as Navigator/Teacher

Waterson, Robert A.

doi:10.2202/1940-1639.1268

Cited by 2 publications

(2 citation statements)

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“…Hauer [16] stated that Russian teachers worked with a trainer to improve their understanding and skills in character and moral education. Dengan demikian, guru bisa memberikan perlakuan yang berbeda terhadap peserta didik, bahkan guru bisa memiliki karakter sebagai a caring teacher as a navigator, gardener, leader, or servant [17].…”

Section: Methodsmentioning

confidence: 99%

The Implementation of Character Education at Senior High School

Julia

Supriyadi

2018

SHS Web Conf.

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Abstract. This paper is aimed at analyzing the implementation of character education at Senior High School in Sumedang Regency, West Java, Indonesia. A content analysis method was employed to collect the data with interviews with six teachers from six different senior high schools, which represent the rural, transitional, and urban areas. The findings revealed that: (1) not all teachers understand the concept of character education; (2) the character education has not been done systematically or has not had the specific design/model for the teaching and learning process. Most teachers embedded the character values during the teaching and learning process as a form of character education. For example, through Qur'an recitation, learning tasks, group discussion, lecture, sociodrama, observation and admonition, and even through teachers' model. Meanwhile, outside the class, character education was implemented through competition and extracurricular activities; (3) the evaluation of character education was relatively varied, such as an observation followed by admonition, group guidance, and also focusing on behavior and affective assessment in the classroom learning process. This research implied that it is needed to make a policy on a program development through the Bureau of Education to improve Senior High School teachers' knowledge and skills in implementing the character education.

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Section: Methodsmentioning

confidence: 99%

The Implementation of Character Education at Senior High School

Julia

Supriyadi

2018

SHS Web Conf.

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“…An example is when educators "have to induce, neutralize or inhibit their emotions so as to render them appropriate to the situation" (Isenbarger & Zembylas, 2006, p. 123 (Isenbarger & Zembylas, 2006;Kiely & Sevastos, 2008). Of note, Robson and Bailey (2009) along with Waterson (2011) suggest that this work demands an emotional management of self and the cohort. Essentially, the emotional work in educational settings is an application of a set of emotional intelligence skills such as self-regulation, social awareness and management of relationships (Goleman, 1998).…”

Section: Literature Reviewmentioning

confidence: 99%

Emotional labour demands in enabling education: A qualitative exploration of the unique challenges and protective factors

Crawford

Olds

Lisciandro

et al. 2018

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Students in enabling programs bring richness, diversity, and complexity to the teaching and learning environment. They are often from under-represented backgrounds, have experienced educational disadvantage or disruption, belong to multiple equity groups, and face academic and non-academic challenges, including mental ill-health. This pilot study explored academic staff experiences in teaching and supporting students in enabling programs. Using a collaborative autoethnographical approach, four members of a multi-institutional research group wrote first-person reflections in response to guiding questions. From generative and reflective discussions, different themes arose. A major theme was the high ‘emotional labour demands’ of teaching a vulnerable cohort, with both positive and negative effects on staff. Other major themes included: the diversity of emotional responses and coping strategies; the complex, sometimes contradictory, role of the enabling educator; the importance of communities of care and support; and the impact of witnessing students’ transformations. Within these themes, the challenges, rewards, and protective factors, which mitigate stress among enabling educators, were identified.

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The Art of Teaching: Ernest Shackleton as Navigator/Teacher

Cited by 2 publications

References 0 publications

The Implementation of Character Education at Senior High School

The Implementation of Character Education at Senior High School

Emotional labour demands in enabling education: A qualitative exploration of the unique challenges and protective factors

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