An Ethic of Caring: The Fuel for High Teacher Efficacy

Collier, Marta D.

doi:10.1007/s11256-005-0012-4

Cited by 34 publications

(21 citation statements)

References 15 publications

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“…Having a relationship with students that is low on conflict is expected to enhance a teacher's efficacy in teaching low achieving students and managing the classroom. In a narrow but very specific way, this underlines the importance of the teacher's relationship with students, which is the keystone of teaching (Collier 2005).…”

Section: Discussionmentioning

confidence: 99%

“…Teacher renewal programs could be developed as a feature of ongoing professional development; they can help teachers to remember why they teach as well as to hone their communication and relating skills so that they could continue to provide a lifeline to students who need help. Noblit et al (1995) as cited in Collier (2005) highlighted (from students' perspectives) the qualities of effective teachers as educators who "provided respectful support to students in need of help" and who "established reciprocal dialogue which taught the teacher how to provide the most effective assistance to students" (Collier 2005, p.355). These affective skills contribute to the development of a strong relational base that supports students' commitment to learning.…”

Section: Discussionmentioning

confidence: 99%

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Teacher Efficacy In the Context of Teaching Low Achieving Students

et al. 2008

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This paper focused on the efficacy of Singapore teachers who teach low achieving adolescent students. Three dimensions of self-reported teacher efficacyinstructional strategies, classroom management, and student engagement-were examined in relation to teacher attributes and the teacher-student relationship. Data were obtained from the Teacher Self-Efficacy Scale Tschannen-Moran and Woolfolk Hoy (Teaching and Teacher Education 17: 2001) and the Teacher-Student Relationship Scale Ang (The Journal of Experimental Education 74: [55][56][57][58][59][60][61][62][63][64][65][66][67][68][69][70][71][72][73] 2005). Significant differences between novice teachers and experienced teachers emerged in teacher efficacy beliefs in relation to instructional strategies, classroom management, and student engagement. Conflict in teacher-student relationship was found to predict teacher efficacy for teachers of low achieving students. Implications for teachers' professional development were discussed.Keywords Teacher efficacy . Teacher-student relationship . Low achieving students Teacher efficacy is an important attribute of effective teachers that has been widely researched in the last thirty years. Much has been written about the different facets of teacher efficacy and its impact not only on student outcomes but also on teachers' professional development. A strong sense of teacher efficacy is hypothesized to provide teachers with the continuing motivation and dynamism that are crucial to a

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Teacher Efficacy In the Context of Teaching Low Achieving Students

et al. 2008

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“…O'Connor (2008) defined caring as showing "emotions, actions, and reflections that result from a teacher's desire to motivate, help or inspire their students" (p. 117). Caring is critical to guiding instruction, student discipline, school policy formation, as well as other important details for daily operations (Collier, 2005). Enacting care and connectedness come with intentionality.…”

Section: Demonstrating Care Connectedness and A Pedagogy Of Relatiomentioning

confidence: 99%

“…Caring and connectedness can also be observed through a teacher's voice, actions, body language, facial expressions; in essence, in both what is spoken and unspoken. The outcome of teacher care and connection is increased student self-image and sense of self-worth (Collier 2005).…”

Section: Demonstrating Care Connectedness and A Pedagogy Of Relatiomentioning

confidence: 99%

Going Back to the Basics: Demonstrating Care, Connectedness, and a Pedagogy of Relationship in Education

Owusu‐Ansah¹,

Kyei-Blankson²

2016

WJE

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Without question, it is imperative in today's era of standards, accountability, and performance assessment, that teachers are skilled in content knowledge and pedagogical strategies. However, the humanistic side of education is equally important for effective teaching and learning. As such, educators need to be reminded of the importance of demonstrating care and connectedness in their classrooms and schools. The current research summary provides literature related to the concepts of care and connectedness and shares strategies for demonstrating care and connectedness in our classrooms and schools. The paper serves as a call to action to all educators, especially those who teach young adolescents, to find a way back to the basic principles of education. Teachers need to exhibit care by adapting their teaching to meet the needs of all students while building connections and positive student-teacher relationships at all levels of education and in all learning environments.

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“…The socio-cultural theorists (e.g., Bruner, 1964Bruner, , 1977Vygotskiĭ, 1978) argue that the foundation of successful education is the establishment and maintenance of appropriate student-teacher relationships. Some theorists (Collier, 2005;O'Connor, 2008;Ruddick, 1980;Teven & McCroskey, 1997;Wentzel, 1997) go further and argue that teacher care and support for students is essential for learning, with Wentzel (1997) describing this as Pedagogical Caring and Collier (2005) and Ruddick (1980) likening the relationship between the teacher and student to that between the parent and child.…”

Section: Academic Versus Teacher Professional Identitymentioning

confidence: 99%