Challenges enacting caring teacher education

Lisa S. Goldstein, Debra Freedman

Research output: Contribution to journalReview articlepeer-review

45 Scopus citations

Abstract

To prepare teachers who will be able to draw on caring to build a strong foundation for their professional practices, teacher education programs must be created specifically focused toward this goal. This article discusses the use of dialogue journals in a course designed to enrich preservice elementary teachers' understandings of caring. Quite unexpectedly, the dialogue journals demonstrated some of the preservice teachers developing negative, judgmental, and adversarial attitudes toward the parents of the children in their placement classrooms. A close examination of the dialogue journal activity revealed that the weak link was not the activity itself but the specific details of the teaching-learning interactions occurring within the activity. The findings suggest that the core of caring teacher education lies in the nature of the interactions between the teacher educator and her students.

Original languageEnglish (US)
Pages (from-to)441-454
Number of pages14
JournalJournal of Teacher Education
Volume54
Issue number5
DOIs
StatePublished - 2003
Externally publishedYes

Keywords

  • Caring
  • Dialogue journals
  • Preservice teachers

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