Presence in teaching

Abstract

This article articulates a theory of 'presence' in teaching and seeks to establish a theoretical foundation for presence that can serve as a platform for further research. It seeks to address the current educational climate that sees teaching as a check list of behaviors, dispositions, measures, and standards, and to articulate the essential but elusive aspect of teaching we call presence. Presence is defined as a state of alert awareness, receptivity, and connectedness to the mental, emotional, and physical workings of both the individual and the group in the context of their learning enviroments, and the ability to respond with a considered and compassionate best next step. The article is divided into four sections and explores existing conceptions of presence: presence as self-awareness, presence as connection to students, and presence as connection to subject matter and pedagogical knowledge. Within each section the role that context plays in a teacher's ability to be present is also explored. The authors draw upon papers and stories from student teachers, interview data from children and experienced teachers, and stories from a study group of experienced educators that explored the notion of presence on three different occasions. They conclude by connecting presence to the essential purpose of teaching and learning, the creation of a democratic society.

Teacher-student Relationship and SNS-mediated Communication: Perceptions of both role-players

“…Teachers, as well as educational systems at large, can benefit from these changes by facilitating contemporary educational paradigms (Abbott, 2005), allowing teachers to " [engage] in an authentic relationship with students where teachers know and respond with intelligence and compassion to students and their learning" (Rodgers & Raider-Roth, 2006). This pattern of teacher-student communication challenges traditional paradigms in which communication is limited and based on traditional hierarchical teacher-student relationship and roles.…”

Investigating teacher presence in courses using synchronous videoconferencing

“…Presence is generally considered to be a sense of awareness, receptivity, and connectedness to the mental, emotional, and physical workings of the individual and the group in the context of their learning environments (Rodgers & Raider-Roth, 2006). Presence has also been defined as 'the perceptual illusion of non-mediation' (Lombard & Ditton, 1997, p. 16), which means that presence gives participants who are geographically dispersed the feeling of being there and being together.…”

Empowering Pre-service Teacher Supervisors’ Perspectives: A Relational-Cultural Approach towards Mentoring

“…This has the potential to ensure opportunities for growth fostering relationships for both parties (Comstock et al, 2008;LeCornu and Ewing (2008). The notion of care (O'Connor, 2008, Palmer, 1998 that is embedded in the above responses, suggests a commitment by the teachers to not only to the children in their classrooms, the pre-service teachers but also to the profession (Rodgers & Raider Roth, 2006).…”

“…LeCornu and Ewing (2008) suggest that current approaches to professional experience are not just about practicing teaching but also about learning about teaching so that both the supervising teacher and the pre-service teacher gain through the relationship. Rodgers and Raider Roth (2006) argue that the establishment of quality relationships are crucial to academic achievement, motivation and engagement. They explain that "the quality of the relationship is not a frill or 'feel good' aspect of learning, it is an essential feature of learning"... and that ..."what allows this relationship to flourish is complex and calls upon the mental, physical, emotional and relational resources of the teacher" (Rodgers & Raider Roth 2006, p. 267).…”

“…Stemming from existing research there were three broad aims that served the design for the teacher mentoring workshop: firstly, improve dialogue between the University and the Schools, (House of Representatives, 2007;Kruger et al, 2009); secondly, explore ways to improve mentor/supervising teachers skills, (Rodgers & Raider Roth, 2006;Woods, 2008) and; thirdly, to encourage supervising teachers to pursue their own learning potential through engaging in further (postgraduate) study (Lovat, 2005). The workshop program was based on a relational pedagogy (Baxter Magolda, 1996) that included the following principles: (1) respect for the individual teacher as a knower, (2) provision of learning opportunities that related to the teacher's personal and professional experiences, (3) facilitation of a constructivist perspective of knowing and learning, and (4) provision of opportunities to access and discuss with other teachers and teacher educators to promote (re)construction of personal epistemological beliefs (cited in Tickle, Brownlee & Nailon, 2005).…”