C. Walker
Constructing the caring higher education teacher: a theoretical framework
Walker, C.; Gleaves, A.
Authors
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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(367 Kb)
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Publisher Licence URL
http://creativecommons.org/licenses/by-nc-nd/4.0/
Copyright Statement
© 2016. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/
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