Views of student teacher on caring

Views of student teacher on caring

• Wu, Siu Wai The Hong Kong Institute of Education
• Koo, Ding Yee Ramsey The Hong Kong Institute of Education

2004

International Council on Education for Teaching (ICET) World Assembly 2004: Teachers as learners: Building communities for professional development (2004: Hong Kong, China)

• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見
• A 人的成長與發展
  • AG 兒童成長與保健

Teacher Education and Professional Development Teacher Education

• Hong Kong

• 1997.7 onwards

• 專上教育

Education is a caring enterprise. As human beings we want to care and to be cared for. Caring is important in itself (Nodding, 2000, p7). When we discuss teaching and teacher-learner relationship, it is important to see that teachers not only have to create caring relations in which they are the carer, but that they have a responsibility to help their students develop the capacity to care (Nodding,1992, p.18). Teaching is a caring profession, children are likely to achieve more of they are valued and cared for. In school, children create discipline problems that can be solved by a caring teacher. In a caring classroom, children learn more and response to group more. The overview of the Generic Teacher Competencies Framework of the Advisory Committee on Teacher Education and Qualifications (2003) pointed out that pastoral care for Students as one of key dimensions in the Student Development Domain. In light of the recommendations of the report, this small-scale research examined the views of caring on student teachers at the Hong Kong Institute of Education through questionnaire survey. Major findings indicate that about 90% of student-teachers considered the following characteristics are essential for caring teachers: keen understanding of child development, having good communication skills, guiding children in social problem solving, fond of school children, and enjoy participation of activities with children. Moreover, within the twenty-four response items in the questionnaire on caring teachers, the following five are rated as more important than others in the teaching process: respect every pupil, care about needs and safety of pupils, teach pupils to be responsible for their own behavior, earn the trust of pupils, and develop a good teacher-pupil relationship. In addition, a case-study was used to ascertain the notion of caring of a student-teacher before, during and after her teaching practice. In her narratives and in-depth reflection, the student-teacher showed her students have various concerns and perceptions about teacher and student caring, communication, and interpersonal relations.

Paper presented at the International Council on Education for Teaching (ICET) World Assembly 2004: Teachers as learners: Building communities for professional development

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/588082b4

2015-04-15