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| Format: | Recurso digital |
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Zenodo
2026
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| Online Access: | https://doi.org/10.5281/zenodo.17981892 |
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Table of 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>