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Cultural Models of Care in Teaching: A Case Study of One Pre-Service Secondary Teacher

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Title: Cultural Models of Care in Teaching: A Case Study of One Pre-Service Secondary Teacher
Language: English
Authors: Gomez, Mary Louise, Allen, Anna-Ruth, Clinton, Katherine
Source: Teaching & Teacher Education: An International Journal of Research and Studies. Jul 2004 20(5):473-488.
Availability: Elsevier Customer Service Department, 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126 (Toll Free); Fax: 407-363-1354; e-mail: usjcs@elsevier.com.
Peer Reviewed: Y
Page Count: 16
Publication Date: 2004
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Teacher Student Relationship, Teacher Education Programs, Student Teachers, Longitudinal Studies, Teaching Experience, Teaching Models, School Culture, Secondary School Teachers, Case Studies, Context Effect, Teacher Attitudes
DOI: 10.1016/j.tate.2004.04.005
ISSN: 0742-051X
Abstract: In this paper, we present a theorized case study of one pre-service teacher's understanding and practices of care in teaching. We argue that the notion of care can be used as a lens through which to explore relationships between and among teachers and students, as well as the cultural, institutional, and societal contexts in which these relations exist. The paper analyzes data from a longitudinal study with one pre-service secondary teacher over the four semesters of her teacher education program as well as key participants in that program. We draw on a cultural models framework and tools of narrative inquiry to analyze the participant's changing understandings of care in teaching, focusing both on her cultural models of care, and some key dilemmas she wrestled with in her experiences as a student teacher.
Abstractor: Author
Entry Date: 2006
Accession Number: EJ731223
Database: ERIC
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  Data: In this paper, we present a theorized case study of one pre-service teacher's understanding and practices of care in teaching. We argue that the notion of care can be used as a lens through which to explore relationships between and among teachers and students, as well as the cultural, institutional, and societal contexts in which these relations exist. The paper analyzes data from a longitudinal study with one pre-service secondary teacher over the four semesters of her teacher education program as well as key participants in that program. We draw on a cultural models framework and tools of narrative inquiry to analyze the participant's changing understandings of care in teaching, focusing both on her cultural models of care, and some key dilemmas she wrestled with in her experiences as a student teacher.
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