Teacher knowledge: The relationship between caring and knowing |
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| Authors: | Kathie Webb Janet Blond |
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| Institution: | 1. Dartmouth Institute for Health Policy and Clinical Practice, Lebanon, New Hampshire;2. Geisel School of Medicine at Dartmouth, Hanover, New Hampshire;1. Key Laboratory of Experimental Marine Biology, Institute of Oceanology, Chinese Academy of Sciences, Qingdao 266071, China;2. Key Laboratory of Mariculture & Stock Enhancement in North China''s Sea, Ministry of Agriculture, Dalian Ocean University, Dalian 116023, China;3. University of Chinese Academy of Sciences, Beijing 100049, China;1. Iclon, Leiden University, The Netherlands;2. Freudenthal Institute, Utrecht University, The Netherlands;3. Melbourne Graduate School of Education, The University of Melbourne, Australia;1. HAN University of Applied Sciences, PO Box 6960, 6503 GL Nijmegen, The Netherlands;2. Welten Institute, Open University Netherlands, PO Box 2960, 6401 DL Heerlen, The Netherlands;3. School of Education, University of Turku, FI-20014 Turun Yliopisto, Finland;4. Zuyd University of Applied Sciences, PO Box 550, 6400 DL Heerlen, The Netherlands |
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| Abstract: | While everyone acknowledges the importance of the “caring teacher,” little acknowledgment of caring as an issue exists at the level of educational policymaking. This paper presents teacher and researcher stories which describe a teacher's knowledge in practice and argues for recognition of an epistemological role for caring in teaching. The teacher's narratives describe what she knows from caring and being in relationship with her students - her relational knowing (Hollingsworth et al., 1993, 1994)- and how this knowledge alters her pedagogy and the curriculum that is constructed with each student. Caring for the person (Noddings, 1984, 1992) is revealed as central to what the teacher knows. The findings of this research suggest that for the teacher, the relationship between caring and knowing is complex and involves a constant reflective process. In attempting to situate caring within existing theories for teacher knowledge, Elbaz' (1983) structures are found to be too neat and the boundaries too well defined. A construct of teacher knowledge as relational and dynamic is described. This builds upon Lyons' provisional characterization of the epistemological relationship between students and teachers as nested knowing: “that is, students and teachers are considered to have nested, interacting epistemological perspectives” (1990a, p. 162). In this view, knowledge is not limited to what one person knows, but the intersection where the knowing of two persons in-relation overlap and the consequences for student learning (and teacher development) when one of those persons is a teacher. |
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