Service: A Deeply Meaningful Value Vital for Pacific Learners

Autor/inn/en	Rimoni, Fuapepe; Averill, Robin; Glasgow, Ali
Titel	Service: A Deeply Meaningful Value Vital for Pacific Learners
Quelle	In: set: Research Information for Teachers, (2021) 1, S.12-19 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0110-6376
Schlagwörter	Social Values; Pacific Islanders; Culturally Relevant Education; Cultural Background; Teacher Background; Early Childhood Teachers; Secondary School Teachers; Teacher Educators; Teacher Student Relationship; Caring; Altruism; Indigenous Knowledge; School Community Relationship; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Sozialer Wert; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; Altruistic behavior; Altruismus; Ausland; Neuseeland
Abstract	Service is a fundamental value for the teaching of Pacific-heritage learners. This article describes educators' perspectives of the value of service, one of the values foundational to Tapasa. Findings from interviews, talanoa, and teaching observations show that service is demonstrated and nurtured differently by Pacific and non-Pacific educators, and therefore is experienced differently by Pacific-heritage learners, depending on who is teaching them. Ensuring service is strongly embedded in teaching involves demonstrating deep care for learners and holding high expectations while providing strong support. (As Provided).
Anmerkungen	New Zealand Council for Educational Research. Level 10, 178-182 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01