MORE THAN A TEACHER: THE PEDAGOGY OF CARE IN CONVERSATION WITH NOTIONS OF COMMUNITY, BELONGING, AND IDENTITY
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| Natura: | Recurso digital |
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Zenodo
2026
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| _version_ | 1866902186696376320 |
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| author | Fraboni, Michelle |
| author_facet | Fraboni, Michelle |
| contents | <p>This study explored 22 undergraduate students' perceptions of<br>their experiences while studying to become elementary teachers<br>using data from semi-structured interviews, critical incident reports,<br>and a focus group. Findings from this study, which took<br>place three years before the COVID-19 pandemic, highlight the<br>pedagogy of care in conversation with notions of community,<br>belonging, and identity and have implications that reach far beyond<br>teacher education. The study highlights how experiencing<br>a teacher's genuine care and sense of belonging permeates learning<br>experiences throughout life, plays a role in students' developing<br>identities as learners and future professionals, and is worthy<br>of consideration beyond teaching during a pandemic.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_17981892 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | MORE THAN A TEACHER: THE PEDAGOGY OF CARE IN CONVERSATION WITH NOTIONS OF COMMUNITY, BELONGING, AND IDENTITY Fraboni, Michelle <p>This study explored 22 undergraduate students' perceptions of<br>their experiences while studying to become elementary teachers<br>using data from semi-structured interviews, critical incident reports,<br>and a focus group. Findings from this study, which took<br>place three years before the COVID-19 pandemic, highlight the<br>pedagogy of care in conversation with notions of community,<br>belonging, and identity and have implications that reach far beyond<br>teacher education. The study highlights how experiencing<br>a teacher's genuine care and sense of belonging permeates learning<br>experiences throughout life, plays a role in students' developing<br>identities as learners and future professionals, and is worthy<br>of consideration beyond teaching during a pandemic.</p> |
| title | MORE THAN A TEACHER: THE PEDAGOGY OF CARE IN CONVERSATION WITH NOTIONS OF COMMUNITY, BELONGING, AND IDENTITY |
| url | https://doi.org/10.5281/zenodo.17981892 |