Exploring Student Experiences of Teacher Care Communication: The Offering of Educational Care

Autor/in	Schat, Sean-Jason
Titel	Exploring Student Experiences of Teacher Care Communication: The Offering of Educational Care
Quelle	In: Pastoral Care in Education, 41 (2023) 1, S.4-25 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schat, Sean-Jason)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2021.1999311
Schlagwörter	Teacher Student Relationship; Caring; Secondary School Students; Student Attitudes; Student Experience; Constructivism (Learning); Grounded Theory; Classroom Environment; Well Being; Teacher Expectations of Students; Power Structure + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; Sekundarschüler; Schülerverhalten; Studienerfahrung; Klassenklima; Unterrichtsklima; Well-being; Wellness; Wohlbefinden
Abstract	This research describes a constructivist grounded theory-study exploring Canadian adolescent student perceptions and experiences of what the author describes as educational care, the care offered to them by their teachers. Educational care is a North American concept that resonates with the British "Pastoral Care" construct. Interview transcripts contributed to the production of data identifying individual codes that describe teacher actions related to the communication of educational care. Data analysis resulted in the identification of 13 distinct categories of teacher behaviors that influence the communication of care. Further conceptualization identified three dimensions of educational care: the "personal dimension" (caring for the student as a person), the "pedagogical dimension" (caring for the student as a learner), and the "interpersonal dimension" (caring for the student as a member of the class community). Grounded theory analysis methods and resources led to the construction of a theoretical explanation, "the offering of educational care." The author also discusses how the grounded theoretical results can be merged with the educational care-related literature to suggest an additional theoretical explanation; that is, "the successful communication of educational care." The study also explores potential implications for practice and for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01