ERIC Number: EJ1093614
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1354-0602
EISSN: N/A
Available Date: N/A
Exploring Pre-Service Secondary Teachers' Understanding of Care
Laletas, Stella; Reupert, Andrea
Teachers and Teaching: Theory and Practice, v22 n4 p485-503 2016
Care in teaching has been widely investigated; however, little research has sought secondary pre-service teachers' understandings of caring and their potential responsibility to care for students. Accordingly, semi-structured interviews were employed with four focus groups, involving 12 (2 male and 10 female) participants. Data were analysed within a qualitative paradigm using Interpretative Phenomenological Analysis (IPA) and inter-rater reliability. Five overlapping themes were identified, and although many tensions around the ambiguities of establishing appropriate boundaries to care were shown, caring was deemed central by the participants to being effective teachers. Overall, pre-service secondary teachers agreed that neither pedagogy nor discipline strategy would be effective without care. Training implications and suggestions for future research conclude this paper.
Descriptors: Preservice Teachers, Secondary School Teachers, Student Teacher Attitudes, Caring, Semi Structured Interviews, Focus Groups, Data Analysis, Phenomenology, Interrater Reliability, Teacher Effectiveness, Teacher Student Relationship, Foreign Countries, Transcripts (Written Records), Educational Practices, Student Behavior, Behavior Problems, Anxiety, Barriers, Decision Making
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A
Author Affiliations: N/A