Caring, as a universal human phenomenon, should permeate elementary, secondary and tertiary level instruction. The practice
of teaching, especially at the tertiary level, is not only substantial and procedural but relational as well. To teach with
a heart is the essence that makes teaching a form of caring. When teaching is viewed as a form of caring, teachers become
relational geniuses in their own right. This study is an attempt to segment Filipino college students’ views (n=1000) of their
teachers’ caring behavior and their orientations as cared-for individuals. The identified clusters of teacher roles that indicate
caring behavior imply that acts of teaching become acts of caring depending on how the teachers, theefficient cause of education, perform their ordinary tasks in the context ofextraordinariness. Such extraordinariness spells out a big difference in the way teachers practice the so-calledsingle loop caring or caring visibility anddouble- loop caring or caring presence. The former refers to teaching from the heart while the latter pertains to teaching with a heart. Interestingly, the extent
to which teachers’ caring behavior is felt and experienced by the students positively shapes their orientations as cared-for
individuals. 相似文献
In this paper we research our roles as academic adult educators who worked with 40 graduate students during a 10 day summer institute, which we developed using the theme "Culture and Diversity in Education for Adults". We discuss how we framed the development and delivery of this summer institute in the context of a transgressive and transformative learning journey that heeds Paulo Freire's (1998) call to "think the practice" by reading and comprehending the word and the world critically. From this perspective, we examine our positionalities that situate us as present, sometimes strong, yet sometimes vulnerable educators who use insurgent theories and positional pedagogies to shape alternative learning experiences. We also examine how these positionalities impact our conceptions of pedagogy and multiculturalism, and we explore how they helped to shape the inclusive teaching-learning interactions that we designed to query being, acting, becoming, belonging, and surviving in education and the larger Canadian and global cultures. In this regard we investigate how our learning journey emerged as one deeply textured by engagements with issues of educator and learner positionalities as well as matters of context, disposition, relationship, and affiliation. We explore how our learning journey with institute participants took us into the uneasy intersections of the personal, professional, and political where pedagogical practices and associated challenges, risks, possibilities, and liabilities emerge. 相似文献
Following 9/11, the security at sport mega-events (SMEs) has become increasingly central. Yet, this is an area where numerous scholars have called for further academic attention. The FIFA World Cups are commonly seen as the largest SME in the world, and will in 2018, be held in Russia. However, the existing trends of spectator violence and terrorism, in addition to the political situation in Russia, and concerns over a violent, racist, football culture in the host-country, makes the securitization of the 2018 World Cup extraordinary. Here, an analysis of the most prominent security threats ahead of Russia 2018 is provided. Further, it is argued that the extent of these threats – not the mere existence – makes Russia a unique case. Following calls for further academic attention dedicated security and SMEs – Russia should be utilized ‘for all it is worth’ – to gather spectators’ perceptions of SME security. 相似文献
A parity of prestige is fundamental to tomorrow's multi‐cultural, multilingual Europe. It is an obligation for all educational systems, whether large or small, sovereign or second‐tier, autonomous or struggling for independence.
This mini‐tour of Europe's small communities is dedicated to the promotion of this parity, and it takes teacher education as its entry‐point. A real first’ for the European Journal of Teacher Education, this introduction is dedicated to the examination of teacher‐education policies in those communities which history has marginalised in territory, in population or in legal status. Do they have specific characteristics? Are there ways in which they are interdependent?
This survey presents five case studies, most of them located in the centre of Europe (Luxembourg, Liechtenstein, Andorra, Ticino, the Orisons). But Europe offers many instances: Malta, Cyprus, Friesland, the German communities in Belgium and Denmark, Monaco, San Marino, Scotland, Ireland, the Basque countries, Catalonia, the south Tirol, the Swiss Jura, the Welsh, Bretons, Alsatians, Corsicans, etc.
Multi‐cultural Europe is theirs too, and this study invokes others which may contribute to the evolution of our simple, closed, national technosystems into European ecosystems which will be both complex and open. 相似文献
Current literature proposes several strategies for improving response rates to student evaluation surveys. Graduate destination surveys pose the difficulty of tracing graduates years later when their contact details may have changed. This article discusses the methodology of one such a survey to maximise response rates. Compiling a sample frame with reliable contact details was most important, but may require using additional sources of information other than university records. In hindsight, graduates should have been contacted prior to the survey to introduce it and stress its importance, while email and postal reminders appeared to have a limited effect on non-respondents. Due to varying response rates between participating universities, online responses were augmented with a call centre administering the survey telephonically to non-respondents. Although overall differences between online and telephonic responses appeared to be small, certain question items may need to be treated with caution when conducting telephonic surveys. 相似文献
Based on the teachers’ lectures and evaluations we elaborate on a model of the aspects of learning. Inside the framework of this model three ways for solving a given problem relating to the previous teaching are presented. We describe and analyse a method which is useful in selecting an evaluation task adapted to intended objectives, helps in the interpretation of the students’ performances and acts as a guide to the possible inferences about what the students acquire. 相似文献