Ethics of Care in Teaching and Teacher-Child Interactions

Autor/inn/en	Jones, Ithel; Lake, Vickie E.
Titel	Ethics of Care in Teaching and Teacher-Child Interactions
Quelle	In: Journal of Classroom Interaction, 55 (2020) 2, S.51-65 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-4025
Schlagwörter	Ethics; Caring; Teacher Student Relationship; Preservice Teachers; Video Technology; Mathematics Instruction; Science Instruction; Kindergarten; Grade 1; Elementary School Students; Trust (Psychology); Student Attitudes; Evaluators; Equal Education; Educational Practices; Peer Groups; Affective Behavior; Undergraduate Students; Teacher Expectations of Students + Suchen Sie Ihr Suchwort? Ethik; Care; Pflege; Sorge; Betreuung; Teacher student relationships; Lehrer-Schüler-Beziehung; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 01; 1. Schuljahr; Schuljahr 01; Schülerverhalten; Bildungspraxis; Gleichaltrigengruppe; Peer Group; Affective disturbance; Active behaviour; Affektive Störung
Abstract	The affective qualities of teacher-child relationships were examined by observing 20 pre-service teachers' (PST) interactions with kindergarten and first-grade students identified as either "naturally" or "ethically" cared for. Videotaped mathematics and science lessons were coded by the PST and an independent rater. Written surveys identified PST's opinions on their equitable treatment of children and the caring practices they adopted. Strategies for building trust and relationships were identified by the PST but ethically cared for children were asked fewer questions, received fewer smiles and praise than their naturally cared for peers. Discrepancies in inter-rater agreement suggest that PST see themselves as more effective in reaching both natural and ethically cared for children than they actually are. The findings are discussed with reference to future research. (As Provided).
Anmerkungen	University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: https://jciuh.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01