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Fear and the pedagogy of care: An exploratory study of veteran white female teachers' emotional resilience in urban schools.

机译：恐惧与关怀教学法：对经验丰富的白人女教师在城市学校的情绪适应能力的一项探索性研究。

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摘要

This dissertation poses the question, "Who cares and who does not care for poor, black, brown, red and economically disadvantaged children in urban school settings?" The study takes a deeper look at some of the underlying human dynamics that inform teacher retention and student academic achievement as an education problem, specifically related to notions of care and emotions in the urban school environment. The central focus of the study is on identifying what might be the factors that contribute to the development of a "pedagogy of care" by white female teachers, and the impact of hidden dimensions of affect in the environment on their motivations and commitment. Exploring care and fear is central to the framing of this study and is done by looking beyond the cognitive structures that inform the perceived rational processes of the teachers' engagement in the environment.;This study explores the process by which the phenomenon of care and emotions is connected to the personal and professional developmental tasks of the teachers and is viewed through the interactions of their biographies and event episodes across their life story. Phenomenological Variance of Ecological Systems Theory (PVEST) (Spencer, 2006) is used as a human development frame for situating this study. This work provides the context for understanding how pre-service teachers' beginning identity formation is impacted by their perceptions and experiences when they enter the urban environment, and how practicing teachers' real time experiences can help us understand the ways in which veteran teachers have negotiated perceptions and developed emotional resilience to remain in the environment.;The findings of this study identified the process by which veteran white female teachers vulnerabilities led to aspects of their generative caring concerns and served as supports towards the development of their emotion-capacities and caring motives for becoming resilient in the urban environment. Data from this study could be used to help schools of education, teacher educators, professional development initiatives, and policy makers to construct and implement more appropriate and stage specific trainings, curriculum, in-service supports, and legislation that would provide a variety of critical supports to help retain teachers in urban schools.
机译：本文提出了一个问题：“谁照顾谁，谁不在乎城市学校环境中的贫困，黑人，棕色，红色和经济弱势儿童？”这项研究更深入地研究了一些潜在的人类动力，这些动力将教师的保留和学生的学习成绩作为一种教育问题，特别是与城市学校环境中的照护和情感观念有关。该研究的中心重点是确定哪些因素可能导致白人女教师发展“照料教学法”，以及环境中隐性影响因素对其动机和承诺的影响。探索关怀和恐惧是本研究框架的核心，它是通过超越认知结构来完成的，该认知结构为教师参与环境的感知合理过程提供了信息;本研究探索了关注和情感现象的过程。与教师的个人和专业发展任务相关联，并通过他们的传记和整个人生故事中的事件集的交互作用进行观察。生态系统理论的现象学差异（PVEST）（Spencer，2006）被用作人类发展的框架来进行本研究。这项工作为理解职前教师进入城市环境时的认知和经历如何影响其职等的形成背景以及实践教师的实时体验如何帮助我们理解资深教师进行谈判的方式提供了背景感知并发展出情绪适应力，以留在环境中。这项研究的发现确定了退伍军人白人女教师的脆弱性导致他们产生关心的方面的过程，并为他们的情感能力和关心动机的发展提供了支持在城市环境中变得更具弹性。这项研究的数据可用于帮助教育学校，教师教育者，专业发展计划和政策制定者构建和实施更适当，分阶段的培训，课程，在职支持和立法，从而提供各种关键支持帮助留住城市学校的教师。

著录项

  • 作者

    Hafiz-Wahid-Muid, Fatima.;

  • 作者单位

    Temple University.;

  • 授予单位 Temple University.;
  • 学科 Education Teacher Training.;Sociology Individual and Family Studies.;Psychology Developmental.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 297 p.
  • 总页数 297
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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