This study examines how care is a pivotal factor in contributing to student learning as well as teaching effectiveness. In this context, care can defined as emotions and actions to encourage students. The act of caring requires both teachers and students to interact, a relationship that acts as foundation that holds both ends to produce meaningful pedagogical experience. However, care does not stand alone. It is supported by presence and emotions that prompts the caring act. Presence is an influential feature in caring as it maintains the intensity of the relationship. Emotions is important to control how the caring act will be executed. These aspects, care, emotions, and presence are interrelated, moreover, vital for the existence of the relationship.There are several constructive outcomes of caring on teachers and students. Caring allows teachers to become aware of their pupils as an individual and a learner. Thus, teachers can create and offer authentic pedagogical approaches to meet with their learning needs. In relation to that, care increases teacher efficacy. As teachers know and understand their pupils more closely, they have more confidence in constructing relevant instructional plans to implement for the students’ learning development. Moreover, it will improve teachers to enhance their teaching skills. As a result, teacher effectiveness as well as classroom management is achievable. Developing a teaching a relationship through care will not only touch the surface of learning but equally important it will also impact pupils as individuals, bringing valuable connections into their lives.
Isma Fadhil, Monash University, Australia
Stream: Student Learning, Learner Experiences and Learner Diversity
This paper is part of the ACEID2018 Conference Proceedings (View)
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