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Constructing the caring higher education teacher: a theoretical framework

Walker, C.; Gleaves, A.

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Authors

C. Walker

A. Gleaves



Contributors

C Walker-Gleaves rxmq98@durham.ac.uk
Other

Abstract

This study seeks to theorize ‘the caring teacher’ in the context of the higher education environment. The study was carried out from the perspective of the teachers concerned and adopted an inductive interpretive paradigm and within this, used grounded theory processes and techniques. Emergent categories comprised: a relationship at the centre; compelled to care; caring as resistance; and finally, caring as less than. The four categories were combined in the construction of an integrative model to theorize the teacher in higher education who privileges caring within their pedagogy, from the perspective of the higher education teachers themselves.

Citation

Walker, C., & Gleaves, A. (2016). Constructing the caring higher education teacher: a theoretical framework. Teaching and Teacher Education, 54, 65-76. https://doi.org/10.1016/j.tate.2015.11.013

Journal Article Type Article
Acceptance Date Nov 25, 2015
Online Publication Date Dec 14, 2015
Publication Date Feb 1, 2016
Deposit Date Nov 30, 2015
Publicly Available Date Mar 28, 2024
Journal Teaching and Teacher Education
Print ISSN 0742-051X
Publisher Elsevier
Peer Reviewed Peer Reviewed
Volume 54
Pages 65-76
DOI https://doi.org/10.1016/j.tate.2015.11.013
Keywords Teachers, Higher education, Caring, Pedagogy, Grounded theory

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