[PDF] Reclaiming Caring In Teaching And Teacher Education eBook
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Author : Lisa S. Goldstein Publisher : Peter Lang Incorporated, International Academic Publishers Page : 180 pages File Size : 47,32 MB Release : 2002 Category : Education ISBN :
Annotation Goldstein (education, U. of Texas, Austin) offers this text in an effort to reestablish "caring" in teaching and in teacher education, with an urge to move away from the "gentle smiles and warm hugs" view toward one that sees caring as an integral part of the teacher- learning process and teacher education programs. Coverage includes conceptual, theoretical and empirical interpretations of caring which provide a framework for a moral and intellectual relation view of caring; educating teachers to understand and be committed to this concept of caring teaching; and possibilities for developing teacher education programs which demonstrate for preservice teachers the pedagogical power of the moral and intellectual relation view of caring. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Emphasises an ethic of caring as a conceptual framework for personal development and the cultivation of community. This text urges employing this ethic to meet educational challenges: improving academic performance, battling social problems and re-thinking organisational strategies.
Reclaiming the Teaching Profession gives educators (especially teachers and future teachers) and their allies a clear overview of the massive effort to dismantle public education in the United States, which includes a direct attack on teachers. The book details, and provides a systematic critique of, the shaky assumptions at the foundation of the market-based reform initiatives that dominate the contemporary education scene. It names and exposes the motives and methods of the powerful philanthropists, politicians, business moguls, and education entrepreneurs who are behind the reform movement. It provides counter narratives that public school advocates can use to talk back to those who would destroy the teaching profession and public education. It includes examples of successful acts of resistance and identifies resources for challenging reformers’ taken for granted primacy in the education debate. It concludes with strategies educators can use to “speak truth to power,” reclaim their professional status, and reshape the education landscape in ways that serve all of America’s children and preserve our democracy.
Designed for both individual use and professional development programs, Self-Care for Teachers provides guided reflections and practical advice for classroom teachers and educational leaders alike, and will be of immediate benefit to many who feel overwhelmed by the increasing demands of the profession and are struggling to avoid burn out and find balance. Clearly, many teachers are stretched to the breaking point, and much the same could be said of many administrators. Indeed, there is a curious conspiracy at work in overwork. Teachers typically find it almost impossible to say “no” to more work and greater expectations, just as administrators can’t help themselves asking for more. With the best of intentions, we all put students first, and sacrifice ourselves as necessary. Various remedies have been suggested, but most focus on managerial strategies or pedagogical reform—organizations and teaching rather than teachers. Dr. Allen’s approach is fundamentally different. Twenty-five years wide experience in education—beginning with a boys’ boarding school and including a university lectureship, a post at a prestigious prep school, and various teaching and administrative positions in international schools—has convinced him two simple truths. Teachers can never meet the endless demands of the profession. Not only that, but as much as we care for our students, we don’t look after ourselves very well. Consequently, he suggests that a good part of the solution to the beguiling business of overwork and its attendant maladies must be what he has come to call “self-care,” both a missing piece of pedagogy and an overlooked aspect of educational leadership. By “self-care” I simply mean learning to look after ourselves better so that we can continue to look after our students as we would like to. However much (or little) we are supported in our work and outside it, I suggest that we appoint ourselves our own “chief care givers” and consciously seek whatever it is which sustains us most. The purpose of this book is to further that initiative. Since, by self-selection, rigorous training, and long habit, educators often become used to unnecessary self-sacrifice and constant self-neglect, Self-Care for Teachers emphasizes learning—learning to look after one’s self—and is as inspirational as it is instructional, balancing inventory exercises with personal anecdotes. Self-Care for Teachers will help educators everywhere to regain their balance, reclaim their time, and renew their practice, and will be of critical importance to thousands of teachers and administrators in the IB (International Baccalaureate) Program who believe in the IB ideal of balance but require explanation and guidance to make this concept a reality in their lives and schools. Blending current research, personal experience, and literary reflections, Self-Care for Teachers at once scholarly, artful, and moving. Written in a lively and accessible style, this thought-provoking work invites readers to reconsider long-held views and values about vocation, success, balance, time, productivity, and spirituality. By reconsidering these fundaments together, educators everywhere can literally change their minds about their work as professionals and their lives as people, and move towards greater peace, productivity, and pleasure.
Are you overwhelmed by unruly students, difficult parents, and never-ending classroom distractions? Are you tired of scavenging and pleading for basic school supplies? Do you wonder if anyone notices or cares how much effort you put into teaching every day? If you answered yes to any of these questions, then this book is for you. When Teaching Gets Tough offers practical strategies you can use to make things better right away. Veteran educator Allen Mendler organizes the discussion around four core challenges: * Managing difficult students * Working with unappreciative and irritating adults * Making the best of an imperfect environment * Finding time to take top-notch care of yourself When Teaching Gets Tough is there when you need help to reclaim and sustain your energy and enthusiasm for teaching. Written with a deep understanding of the issues that teachers face every day, the book also includes sections for administrators who want to help teachers stay at the top of their game. Allen Mendler is an educator and school psychologist and the author of Connecting with Students and co-author of Discipline with Dignity, 3rd edition .
Though much has been written about ethic of care and its importance in education, little is available to guide Christian educators who desire to demonstrate a disposition of care toward self, learners, colleagues, and community. As this book makes clear, a Christian ethic of care serves to illuminate our relationship with God while also helping to flesh out what care looks like in various contexts, including and especially teaching and teacher education. How Shall We Then Care? invites engagement with questions not just about what teachers should know about care, but about how they are to care for those in their circle of influence, what it means to care, what counts as care, what practices nurture care, and how care is experienced. The authors are teachers and teacher educators who, like you, have struggled to find answers to these questions. The settings for these explorations span the spectrum from K-12 classrooms to Christian and public higher education, covering issues such as trauma-informed classroom practice, the use of role-playing games for teaching ethics, the transition from teacher candidate to novice teacher, the crucial interface between care and inclusive education, and the vital role empathy plays in educational care.
Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield.
Put the person back in personalization with a touch of humanity. It’s a paradox: technology to individualize curriculum has made classrooms less personal. Let’s instead trust educators to make learning personal by supporting student agency, self-awareness, and the intimate personal connections found in authentic learning experiences. In the second edition of this groundbreaking book—newly streamlined, and updated with insights from the pandemic—Paul France presents a vision of humanized personalization that rejects the corporate mindset and instead holds equity and inclusion at its center. France leverages over a decade of experience as a National Board Certified Teacher, education consultant, and education technology developer, sharing the following: Practical guidance on designing inclusive learning environments for diverse groups Sustainable applications for humanized personalization in curriculum design, assessment, and instruction Real-life stories from the author’s experience on both sides of the personalization debate A multitude of classroom tools, adaptable to a variety of instructional contexts Nobody understands the need for humanizing education better than teachers. While educators across the country have learned that inundating students with personalized learning technologies is not the way to go, many don’t know how to personalize learning without them. The time to humanize personalized learning and our classrooms is now—and this book will give you a place to start.