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Nel Noddings 《Journal of Educational Change》2001,2(1):35-43
Much of the coercion used in schools today is exercised in the name of care. But genuine caring, described briefly here, would promote a true, well-informed freedom in our schools. In contrast to the harmful effects of today's coercion, educators can be proud of the humanization that grew steadily in schools over the 20th century. Genuine care will realize and extend the process of that humanization. 相似文献
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Is Teaching a Practice? 总被引:3,自引:0,他引:3
Nel Noddings 《Journal of Philosophy of Education》2003,37(2):241-251
I argue here that Alasdair MacIntyre is mistaken when he claims that teaching is not a practice. In particular, I try to throw some doubt on his claim that 'teaching is never more than a means' and to challenge his list of things that all students should learn. In the second section, I show how analyses of professionalism endorse MacIntyre's emphasis on complexity and internal criteria for practices. Finally, building on the doubts observed in the first section and the criteria identified in the second, I describe teaching as a relational practice. 相似文献
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Luzelle Naude Lindi Nel Ronel van der Watt Florence Tadi 《Teaching in Higher Education》2016,21(1):37-48
Student life is marked by substantial growth in areas such as self-regulation abilities. In this article, the experiences of first-year Psychology students are explored through the lenses of the self-determination theory. Both content and thematic analyses were done with 79 students’ reflections on the aspects they regarded as facilitating/preventing success in their studies. Responses ranged from complete external control (amotivation and external regulation) to high levels of internal control (integration). While many participants articulated their perceptions of incompetence, other participants took ownership of their behavior and articulated how an interest in and enthusiasm for Psychology as a discipline moved them toward feelings of competence, autonomy, and relatedness. High value was placed on a well-structured but warm and responsive educational context. 相似文献
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Nel Noddings 《Clearing house (Menasha, Wis.)》2013,86(5):320-322
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This study explored and described the experiences regarding clinical supervision of master’s students in professional psychology programmes in South Africa. Four participants were purposively selected from four different universities. The participants engaged in reflective writings and in-depth interviews over a one-year span. Data were analysed through interpretative phenomenological analysis (IPA). Findings indicated that supervision, as compulsory pedagogical activity for these students, serves an essential purpose, as it was identified as the main contributor towards their professional developmental journeys. Interpretation of the findings yielded themes of significance across cases. Identified themes are emotional support, self-acceptance, autonomy and personal growth. Themes were contextualise within broader educational theories as well as within professional career developmental theory in psychology. While becoming a psychologist is known to be a difficult journey, the results indicated that it can also be rewarding, and holds the potential to enhance growth which can be unlocked by the supervisory relationship. 相似文献
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Nel Noddings 《Educational Studies A Journal of the American Educational Studies Association》2017,53(1):1-12
This paper examines the growing communication gap across social classes. It suggests some ways in which schools might enliven studies and help students gain genuine meaning pertaining to vocational and community life and, through critical thinking aimed at understanding, promote the quest for connection. 相似文献