The Ethic of Caring in Teacher Education

Rogers, Dwight L.; Webb, Jaci

doi:10.1177/002248719104200303

Cited by 127 publications

(64 citation statements)

References 5 publications

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“…Trehearn (2010) believes that administrators are in charge of providing the most effective professional development plans for their teachers. Rogers and Webb (1991) maintain that, "Often teacher education focus on the set of skills to be learned and ignores the development of educational and ethical decision making, thus missing the heart of the work teachers do" (p. 176). In accordance with Rogers and Webb, Knight (2002) states that even in case of having imposed sets of policies by administrators, any PD agendas should be prioritized with teachers' needs and preferences.…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Study of Iranian EFL University Teachers’ Attitude towards Professional Development

Saberi¹,

Amiri²

2016

JLTR

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Abstract-Within the past few years, teachers have no longer been conceived as mere transmitters of knowledge. The image of the teacher as the exclusive holder of all the information related to teaching and learning has changed dramatically. It the new context, teachers are supposed to act as transformative agents who pay attention to new aspects of their profession in the process of developing professionally as individuals. In other words, the concept of teachers' professional development (PD) has been recently viewed as a continuous process focusing on planned and systematic activities designed to trigger and enhance their growth. The current status of professional development in Iran, however, is not satisfactory. Summarizing the findings of the interview with the small group of English university teachers, this study attempted to find out the attitudes of participants to PD and discuss the constraints they faced on their way towards PD. Results indicated that a number of impeding factors have influenced the effective implementation of PD policies which need a reoriented and revitalized perspective to make them more compatible with new requirements of the present context.

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Section: Introductionmentioning

confidence: 99%

A Qualitative Study of Iranian EFL University Teachers’ Attitude towards Professional Development

Saberi¹,

Amiri²

2016

JLTR

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“…One source of positive feelings in the classroom environment is teacher care. Teacher care includes teacherinitiated practices that foster strong relationships with the students (Rogers & Webb, 1991). In fact, teachers can promote positive emotions in the classroom by engaging their students in meaningful activities, providing an environment which encourages studentsí participation in classroom discussions, respecting the students, and showing empathy (Weinstein, 1998;Gedzune, 2015).…”

Section: Review Of the Related Literature Teacher Care And Teacher Stmentioning

confidence: 99%

Student Socioeconomic Status and Teacher Stroke: A Case of Female Students in Iran

Irajzad

Shahriari

2017

Discourse and Communication for Sustainable Education

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Supportive teacher-student relationships play a significant role in the trajectory of studentsí academic life. Teachers may use various strategies to improve this relationship, one of which is teacher stroke (teacher encouragement). The stroking behavior of teachers might be influenced by several factors, including the socioeconomic status (SES) of students. Accordingly, the current study aims to investigate the differences among female English language teachers at three different school districts (i.e., upper, middle, and lower socio-economic class) in Mashhad, Iran, with regard to their stroking behavior. To fulfill this aim, 300 eighth-grade female students responded to an 18-item questionnaire and the collected data were subsequently analyzed using a one-way ANOVA. The results revealed that teachers tend to stroke high-SES students more frequently. The second aim of this study was to find out if there is a significant correlation between teacher stroke and studentsí GPA. The results indicated that all the sub-components of stroke significantly correlate with studentsí GPA. Moreover, the results of a stepwise multiple regression test indicated that two of the sub-components of stroke, namely valuing and classroom activities, strongly predict studentsí GPA. Finally, the findings of the study have been discussed in light of the existing literature and implications have been provided for language teaching in the formal context of education.

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“…I klasser, hvor laereren baserer sin undervisning på en omsorgsetik har undersø-gelser vist, at det leder til opmuntrende dialoger; sensitivitet ift. elevernes behov og interesser; samt engagerende og meningsfulde materialer og aktiviteter (Rogers & Webb 1991). Eleverne ønsker at efterligne deres laerere, der nu virker som rollemodeller; de tror i højere grad tror på laererens ord om, hvad de kan opnå; og de har en højere arbejdsmoral (Owens & Ennis 2005:405).…”

Section: Omsorgsetikunclassified

Lærerens relationskompetence er en nødvendig innovativ kompetence

Klinge¹

2016

Tfp

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Artiklen fokuserer på aspekter af laererprofessionen, der vedrører laerer/-elev-interaktioner og -relationer. På baggrund af empiriske studier i folkeskolelaereres relationskompetence analyseres betingelserne for at agere relationskompetent. I artiklen argumenteres for relationskompetence som en nødvendig innovativ kompetence, der er afgørende for, at elever og laerer sammen videreudvikler klassens laeringsfaellesskab. I artiklen bringes teoretiske begreber i spil, der er udviklet inden for selvbestemmelsesteorien, mentaliseringsteori, omsorgsetik og kommunikativ musikalitet. Forskningsprojektets afsaet

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The Ethic of Caring in Teacher Education

Cited by 127 publications

References 5 publications

A Qualitative Study of Iranian EFL University Teachers’ Attitude towards Professional Development

A Qualitative Study of Iranian EFL University Teachers’ Attitude towards Professional Development

Student Socioeconomic Status and Teacher Stroke: A Case of Female Students in Iran

Lærerens relationskompetence er en nødvendig innovativ kompetence

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