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Lori Czop Assaf Kristie O’Donnell Lussier Shelly Furness Meagan Hoff 《The Teacher Educator》2019,54(2):105-124
In an attempt to better prepare future teachers to fight against social injustice, support their culturally and linguistically diverse students and wrestle with social and educational complexities around the globe, many education programs have increased the number of study abroad programs and international service learning projects. In this qualitative study, we explored seven preservice teachers’ experiences related to humanizing pedagogy after participating in a study abroad program combined with an international service-learning project in a South African rural community. Analyzing multiple data sources such as interviews and reflective journals, we discovered that the preservice teachers grappled with the political, social, economic, and educational differences they encountered during the international project and wrestled with conflicting ideas and beliefs about poverty and language. They identified their relationships with students as catalysts to address these educational issues and their need to reverse systemic inequities. They built caring relationships with students in the community and developed additive perspectives the focused on the students’ community cultural capital. The preservice teachers expressed deep critical reflection and a desire to promote a more fully human educational world where students have the opportunities to enact their agency, their creativity, and their language and culture. 相似文献
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School psychologists' need for coping strategies to deal with increasing job stress is widely acknowledged. Interventions, however, fail to adequately consider inner emotional and spiritual experiences. We believe that without exploring these dimensions of experience we are neglecting and ignoring the fastest route to improved mental health. We focus specifically on creativity and aloneness, viewing these basic human phenomena as promising avenues for exploration. Creativity is viewed as an innate quality that can be accessed via a person's opportunity to experience states of reflective, calm solitude. Aloneness, conceptualized here as “alonetime,” is considered a critical developmental need that originates in infancy and persists throughout the human life cycle (Buchholz & Chinlund, 1994). We suggest creativity and alonetime are presently untapped inborn resources representing flexible and viable coping tools with important potential implications for mental health. In this model lack of creativity and alonetime provide warning to the school psychologist, who upon sensing danger is able to implement required interventions. Even though the school setting seems an unlikely place we suggest the individual as well as the system make alonetime a top priority, leading to less stressed, more “self-actualized” practitioners. © 1996 John Wiley & Sons, Inc. 相似文献