What it Means to Care: How Educators Conceptualize and Actualize Caring

Seeking to put a face on educators' conceptualizations of caring, this study examines findings from open-ended surveys of 144 teacher candidates, classroom teachers, and college faculty associated with a mid-Atlantic university's teacher education program. Reflecting theoretical constructs...

Full description

Saved in:
Bibliographic Details
Published in:Action in teacher education 2007-10, Vol.29 (3), p.33-42
Main Author: McBee, Robin Haskell
Format: Article
Language:English
Subjects:
Altruism
College Faculty
Ethics
Helping Relationship
Preservice Teachers
Surveys
Teacher Education Programs
Teacher Student Relationship
Teachers
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Seeking to put a face on educators' conceptualizations of caring, this study examines findings from open-ended surveys of 144 teacher candidates, classroom teachers, and college faculty associated with a mid-Atlantic university's teacher education program. Reflecting theoretical constructs described in the literature on resilience, multiculturality, and the care ethic, findings indicate that educators at all levels define and actualize educational care in terms of help they offer to learners, their efforts to get to know and show interest in learners, and listening to learners. Being compassionate, caring about the individual, and giving their time are also qualities identified, particularly by candidates who are still receiving care from their own teachers. This study also suggests a host of applications in teacher education.
ISSN:0162-6620
2158-6098
DOI:10.1080/01626620.2007.10463458