Invisible Threads of Pedagogic Care - Walker-Gleaves, Caroline
51,99 €
inkl. MwSt.
Versandkostenfrei*
Versandfertig in 6-10 Tagen
payback
26 °P sammeln
  • Broschiertes Buch

Why is it that some university teachers seem to make a life-changing contribution to the education of their students? What motivates some teachers to care about their students and their work, even in the most difficult circumstances? Invisible Threads of Pedagogic Care tackles these questions, and provides a rich insight into the minds and lives of a group of university academics who appear to be compelled to care. This work uses autobiographical and phenomenological methods to examine the origins of caring beliefs about teaching and uses these to provide insights into how caring teachers may…mehr

Andere Kunden interessierten sich auch für
Produktbeschreibung
Why is it that some university teachers seem to make a life-changing contribution to the education of their students? What motivates some teachers to care about their students and their work, even in the most difficult circumstances? Invisible Threads of Pedagogic Care tackles these questions, and provides a rich insight into the minds and lives of a group of university academics who appear to be compelled to care. This work uses autobiographical and phenomenological methods to examine the origins of caring beliefs about teaching and uses these to provide insights into how caring teachers may enhance students' learning. The study contributes to an under-theorized account of academic work that weaves values, emotions and pedagogic scholarship and examines their effects on students' learning whilst at university. At a time when higher education is in the midst of profound change, this work provides a rich counterpoint of experiences and ethics that might develop as a result of caring teaching.
Autorenporträt
Caroline Walker-Gleaves es profesora titular de Educación Especial e Inclusión en la Facultad de Educación de la Universidad de Durham, Reino Unido. Su investigación se centra en la cuestión de si los enfoques autobiográficos y narrativos de la formación del profesorado pueden ayudar a preparar profesores más atentos, cuyas prácticas se caracterizan por la reflexión compleja y la fidelidad relacional.