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• W341285714 abstract "This study examined preservice elementary teachers' understandings of the role of caring-in educational contexts. Rather than attending to process variables (the teachers' emergent practices), the study focused on presage variables (the teachers' beliefs and understandings) and the teachers' reflections on their classroom experiences. Participants were 17 students in an Elementary Classroom Organization and Management course. Data comprised the weekly dialogue journal responses (via email) assigned as course requirement. Journal entries revealed several important and commonly held aspects of the student teachers' understandings of caring: essentialism (that caring and teaching are rooted in instinct), oversimplification (for example, centering beliefs about the relationship of teaching and caring in one's own emotions), and romanticism (idealistic descriptions of caring teaching that showcase preservice teachers' optimism and hope for their lives in the profession while simultaneously reflecting their lack of real-world experience in classrooms). The study concluded that these understandings are troubling to teacher educators because they make novice teachers vulnerable to burnout, exhaustion, and perfectionism, but that these preconceptions also offer an ideal starting point for productive, educative dialogue about caring and elementary school teaching practice. (Contains 36 references.) (EV) ******************************.************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** Preservice teachers' understandings of caring Lisa S. Goldstein U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as eceived from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Vickie E. Lake University of Texas at Austin Florida State University Paper presented at the 1999 American Educational Research Association Annual Meeting, Montreal, Canada Caring is widely believed to be central facet of teaching. Kohl (1984, 66), for example, asserts that a teacher has an obligation to care about every student; Rogers & Webb (1991, 174) insist teachers care, and good teaching is inextricably linked to specific acts of caring. By extension, the development of an ethic of care is also seen as central concern of teacher education (Good lad, Soder & Sirotnik, 1990), and an important aspect of preservice teachers' field placement experiences (Rogers & Webb 1991) Noddings (1986, 504) writes: Practice in teaching should be practice in caring... [T]here is an attitude to be sustained and enhanced as well as set of skills to be learned. Several recent textbooks have been developed for use in courses aimed at preparing novice teachers to create classrooms and professional identities centered around caring relationships with children. These textbooksCharney's Teaching Children to Care (1992), and Dalton & Watson's Among Friends: Classrooms where Caring and Learning Prevail (1997), for examplefocus on classroom processes and practices, offering strategies for creating caring communities in classrooms. To use Dunkin and Biddle's (1974) terminology, these texts focus on process variablesteacher behaviors and student behaviors in classroom contexts. Little or no attention is paid to the role of what Dunkin and Biddle refer to as presage variablesteacher background, beliefs, values, experiences and so onin the development of care-centered teaching practices. However, preservice teachers do not enter their professional preparation emptyhanded. Thanks to the apprenticeship of observation (Lortie 1975), these individuals bring with them images and understandings of teaching that will shape their nascent practices. Preservice teachers begin their teacher education experiences with preconceived, atheoretical ideas of the relationship of teaching and caring, ideas which reverberate throughout the teachers' initial forays into classroom life (McLaughlin 1991; Tabachnik & Zeichner 1984). In this article we share the results of recent study of group of preservice elementary teachers in which we examined the understandings of the role of caring in educational contexts brought by these novices to their first field placement experiences. Rather than attending to process variablesthe teachers' emergent practiceswe focused upon presage variablesthe teachers' beliefs and understandings and the teachers' reflections on their classroom experiences. As Cole & Knowles's work would suggest (Cole & Knowles 1993), we found that our students' conceptions of the relationship between teaching and caring were underdeveloped and limited. Rather than seeing these partial understandings as problematic or unsophisticated, however, we argue that the student teachers' preconceptions are an ideal starting point for productive, educative dialogue about caring and elementary school teaching practice." @default.
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• W341285714 title "Preservice Teachers' Understandings of Caring." @default.
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