The person over standardisation: a humanistic framework for teacher learning in diverse school-based contexts

Kazanjian, Christopher J.; Choi, Sujin

doi:10.1080/14681366.2016.1153511

Cited by 11 publications

(7 citation statements)

References 44 publications

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“…Student teachers should be offered safe spaces to experience empathy, to practice creativity and to find, by themselves, meanings in their teaching experiences (Kazanjian and Choi 2016). However, these opportunities were scarce under these circumstances where student teachers emphasised how the lack of face-to-face contact with the learners affected their learning to teach process.…”

Section: Discussionmentioning

confidence: 99%

Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities

Sepulveda-Escobar

Morrison

2020

European Journal of Teacher Education

321

195

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The 2019 Coronavirus pandemic has triggered significant changes in education systems worldwide and Initial Teacher Education (ITE) programmes have been particularly affected by the associated challenges. Due to school closures, teaching placements have had to shift from the face-to-face lessons to an entirely virtual model. Twenty-seven Chilean English as a Foreign Language (EFL) teacher candidates participated in this interpretative case study aiming at exploring the challenges and opportunities of this virtual teaching experience. The results indicate that factors such as the lack of direct interaction with learners and the sudden change of setting were among those that most strongly affected the participants' own learning process. Despite the challenges presented, student teachers suggested that this unique experience would contribute positively, at least to a certain extent, to their teacher education and their future careers. Based on the findings of this study, a series of recommendations for ITE programmes are provided.

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Section: Discussionmentioning

confidence: 99%

Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities

Sepulveda-Escobar

Morrison

2020

European Journal of Teacher Education

321

195

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“…The thoughtful examination of passionate but empirically unverified claims about the efficacy of different teaching strategies has steadily increased in importance. The Socratic method can be meaningfully assessed, and is aligned with APA (2013) goals – consistently challenging faculty and students to reflect deeply, and to strive to ask ever more insightful questions about cognition, behavior, and experience (McGovern et al., 1991; Kazanjian & Choi, 2016).…”

Section: Discussionmentioning

confidence: 99%

The Socratic Method: Empirical Assessment of a Psychology Capstone Course

Burns

Stephenson

Bellamy

2016

Psychology Learning & Teaching

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Although students make some epistemological progress during college, most graduate without developing meaning-making strategies that reflect an understanding that knowledge is socially constructed (Pizzolato, 2006). Using a pretest-posttest design and a withinsubjects 2 x 2 mixed-design ANOVA, this study reports on empirical findings supportive of the Socratic method of teaching as effective in challenging and changing psychology capstone students' levels of epistemological maturity as measured by the Learning Environment Preferences survey and Perry's (1970) model of intellectual maturity.

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“…Thus, gifted students transform into individuals who develop in psycho-sociocultural way. In this case, according to Rogers (Kazanjian & Choi, 2016) empathy describes the situation when someone personally and fully exists in their own world of thoughts and feelings, and in other conditions, can explain and differentiate not only the deepest part but also about what they know during their consciousness.…”

Section: Empathy Of Gifted Studentsmentioning

confidence: 99%

Identification of saprahan values as formers of gifted students empathy in high school students in pontianak

Hastiani

Hariko

2018

IJRICE

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Gifted students tend to have too perfectionistic social skills, want others to be in accordance with the desired logic, comfortable interacting with students with homogeneous characteristics. This tendency can be modified by school counselors through the integration of the values of Saprahan local wisdom into guidance and counseling services. The values contained in Saprahan are used as the formation of students' empathy skills. Thus, gifted students have concern for other colleagues, can interact well with students of various characters, accept the shortcomings of other friends, embrace and help other friends, be polite in communicating, and not demean other friends.

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The person over standardisation: a humanistic framework for teacher learning in diverse school-based contexts

Cited by 11 publications

References 44 publications

Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities

Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities

The Socratic Method: Empirical Assessment of a Psychology Capstone Course

Identification of saprahan values as formers of gifted students empathy in high school students in pontianak

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