使用身体地图了解新冠肺炎大流行期间小学教师候选人对跨部门边缘化相关护理的具体理解

Q2 Social Sciences Action in Teacher Education Pub Date : 2022-11-14 DOI:10.1080/01626620.2022.2143935
Jihea Maddamsetti
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引用次数: 0

摘要

摘要教师教育工作者需要深入了解新冠肺炎大流行期间教师候选人(TC)的经历,以支持TC在后疫情时代的发展和护理实践。在这里,我研究了TC是如何识别身体话语的,并研究了在美国东南部的在线异步课程中,这些TC是如何理解和实施疫情期间以批判性为导向的护理实践的,并在理解和实施护理实践的过程中回应新冠肺炎大流行期间出现的身体话语。我发现,TC以三种重叠但不同的方式将他们对学生、家庭和同事的关怀概念化:(a)将关怀视为母亲的存在;(b) 作为关系工作的关怀;以及(c)作为促进批判性意识的关怀。本研究表明,更深入地了解TC的具体经历对于支持TC理解和实践护理至关重要,从而为当前的教师教育学术做出了贡献。此外,这项工作强调了身体映射活动如何在实践中使用,以支持教师的批判性护理工作。
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Using Body Maps to Understand Elementary Teacher Candidates’ Embodied Understanding of Care Related to Intersectional Marginalization during the COVID-19 Pandemic
ABSTRACT Teacher educators need to thoroughly understand of teacher candidates’ (TCs) experiences during the COVID-19 pandemic, in order to support TCs’ development and practice of care in the post-pandemic era. Here, I examine how TCs identified body discourses, and examine how those TCs understood and enacted critically oriented caring practices during the pandemic in online asynchronous courses in the Southeastern U.S. I used body mapping as a pedagogical tool for TCs to identify, critically reflect on, and respond to body discourses that emerged during the COVID-19 pandemic in their process of understanding and enacting caring practices. I find that TCs conceptualized their care toward students, families, and colleagues in three overlapping yet distinct ways: (a) care as a motherly presence; (b) care as relational work; and (c) care as the promotion of critical consciousness. This study contributes to current teacher education scholarship by showing that a deeper understanding of TC’s embodied experiences is critical for supporting TCs’ understanding and practice of care. In addition, this work highlights how body mapping activities can be used in practice, in order to scaffold teachers’ critically oriented care work.
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来源期刊
Action in Teacher Education
Action in Teacher Education Social Sciences-Education
CiteScore
2.30
自引率
0.00%
发文量
14
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