Caring, Race, Culture, and Power: A Research Synthesis Toward Supporting Mathematics Teachers in Caring With Awareness
Caring, Race, Culture, and Power: A Research Synthesis Toward Supporting Mathematics Teachers in Caring With Awareness
复制标题
关爱、种族、文化和权力：支持数学教师关爱意识的研究综述
DOI：
10.21423/jume-v4i1a128
复制
发表时间：
2011
影响因子：
--
通讯作者：
T. Bartell
中科院分区：
文献类型：
--
作者：
T. Bartell
在这篇文章中，作者借鉴了关心的理论，绘制了一幅理论地图，描绘了一个有效的、关心的师生关系，支持学生学习的“样子”。在这样做时，文化相关的教学理论被认为是，因为这些不仅说明了有效的做法照顾教师雇用，而且因为这些理论提供了明确考虑种族，文化和权力问题的课堂实践模式。作者的目的是阐明复杂的，细致入微的，有时，压倒性的描述是什么意思是一个关心学生学习服务的教师。最后，作者认为专业发展的模式，支持数学教师在发展师生关系反映的“关怀意识”的潜力。
In this article, the author draws on theories of care to lay out a theoretical map of sorts on what an effective, caring teacher–student relationship that supports student learning might “look like.” In so doing, theories of culturally relevant pedagogy are considered, as these not only illustrate effective practices caring teachers employ but also because such theories provide models of classroom practices that consider explicitly issues of race, culture, and power. The author aims to illuminate the complex, nuanced, and, at times, overwhelming descriptions of what it means to be a caring teacher in the service of student learning. The author concludes by considering models of professional development that hold potential for supporting mathematics teachers in developing teacher–student relationships reflective of “caring with awareness.”