Literaturnachweis - Detailanzeige
Autor/in | Rabin, Colette |
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Titel | 'I Intend Not to Roll My Eyes When I Don't Like My Partner': Fourth-Graders' Intentions to Care |
Quelle | In: Studying Teacher Education, 19 (2023) 1, S.82-101 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1742-5964 |
DOI | 10.1080/17425964.2022.2049739 |
Schlagwörter | Grade 4; Elementary School Teachers; Elementary School Students; Caring; Teaching Methods; Social Emotional Learning; Teacher Student Relationship; Self Evaluation (Individuals); Classroom Environment; Ethical Instruction; Urban Schools School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Care; Pflege; Sorge; Betreuung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Ethics instruction; Teaching of ethics; Ethikunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule |
Abstract | This self-study describes my year-long investigation to create caring community in my fourth-grade classroom. An introspective and dialogic pedagogy of intention-setting revealed students' experiences of taken-for-granted uncaring. This window into students' experiences afforded me opportunities to model care. Intentionality, dialogue, and collective commitment helped students learn to conceive of their own justifications and methods for caring across differences of ability, culture, and race. The sensitivity of self-study to my students' learning gave me patience and courage in the unchartered and uncertain process of pedagogical innovation. The students' inclinations to care imply possibilities for a care (versus duty) based morality. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |