By Christopher Day
This booklet is a party and an acknowledgement of a few of the kinds of highbrow, actual, emotional and passionate endeavours during which lecturers at their most sensible interact. Christopher Day demonstrates that academics with a keenness for instructing are those people who are dedicated, enthusiastic and intellectually and emotionally full of life of their paintings with teenagers, kids and adults alike. Having this ardour for assisting students to benefit has lately been pointed out as one of many 4 management features pointed out within the HayMcBer file on potent academics. Day recognises that passionate lecturers are conscious of the problem of the wider social contexts within which they educate, have a transparent experience of id and think they could make a distinction to the training and fulfillment of all their students. providing a fresh and confident view, a keenness for educating is a contribution to figuring out and enhancing the educating occupation and brings new insights to the paintings and lives of academics. it's written for all lecturers, instructor educators and pupil academics who've a fondness for schooling, who love newbies, the training existence and the educating existence.
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Extra info for A Passion for Teaching
What are the connections with who I am as a person? 2 Self-esteem • How well am I doing my job as a teacher? • How do I feel about my work as a teacher? • Am I satisfied with myself as a teacher? • What are the sources of joy and contentment? • What makes me doubt my own personal and professional qualities? 3 Job motivation • What motivated me to become a teacher? • What motivates me to remain a teacher? • What could contribute to increasing (or sustaining) my motivation as a teacher? • What can I do to make this happen?
229–30) Today there are still stories of humiliation, hate and fear in classrooms: I remember in my elementary school there was one teacher famous for his slapping. I hated him. All the kids feared and avoided him. (Andrea, quoted in Mitchell and Weber, 1999, p. 38) One day in music class, the teacher caught me giggling as we sat crosslegged on the floor around the piano. As a punishment she made me sit scrunched up under her piano bench for the rest of the music lesson. I felt like an animal. (Jan, quoted op.
1, I bring together the hopes, values, identities, commitments, care, motivations, emotions, curiosities, moral purposes, and standards associated with the passionate teacher. It represents an agenda for inquiry and development that provides an alternative version of teaching qualities and characteristics to those that focus only upon teachers’ technical competencies. It relates the personal and professional, the ideological and the practical, the mind and the heart, to form an holistic agenda for the initial and continuing development of all teachers—which the following chapters in this book will elaborate.