Academic literature on the topic 'Teacher spirituality'
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Journal articles on the topic "Teacher spirituality"
Mambu, Joseph Ernest. "CREATIVELY NEGOTIATING THE PLACE OF SPIRITUALITY IN THE ELT CURRICULUM." TEFLIN Journal - A publication on the teaching and learning of English 28, no. 1 (March 31, 2017): 93. http://dx.doi.org/10.15639/teflinjournal.v28i1/93-114.
Full textArora, Dr Aina. "Ameliorate Student - Teacher Relationship through Spirituality." International Journal of Trend in Scientific Research and Development Volume-2, Issue-2 (February 28, 2018): 1–3. http://dx.doi.org/10.31142/ijtsrd8271.
Full textMahipalan, Manju, Sheena, and Sudheer Muhammed. "Examining the Role of Workplace Spirituality and Teacher Self-efficacy on Organizational Citizenship Behaviour of Secondary School Teachers: An Indian Scenario." Vision: The Journal of Business Perspective 23, no. 1 (March 2019): 80–90. http://dx.doi.org/10.1177/0972262918821241.
Full textNa’imah, Tri, Heru Kurnianto Tjahjono, and Abd Madjid. "A Sequential Exploratory Approach to Study the Workplace Well-Being of Islamic School Teachers." Journal of Southwest Jiaotong University 56, no. 2 (April 30, 2021): 123–38. http://dx.doi.org/10.35741/issn.0258-2724.56.2.11.
Full textTriposa, Reni, Yonatan Alex Arifianto, and Yudi Hendrilia. "Peran Guru PAK sebagai Teladan dalam Meningkatkan Kerohanian dan Karakter Peserta Didik." Jurnal Pendidikan Agama Kristen (JUPAK) 2, no. 1 (June 16, 2021): 109–26. http://dx.doi.org/10.52489/jupak.v2i1.24.
Full textKung, Nancy. "Negotiating spirituality in teacher education." Curriculum Matters 3 (June 1, 2007): 67–78. http://dx.doi.org/10.18296/cm.0090.
Full textKernochan, Richard A., Donald W. McCormick, and Judith A. White. "Spirituality and the Management Teacher." Journal of Management Inquiry 16, no. 1 (March 2007): 61–75. http://dx.doi.org/10.1177/1056492606297545.
Full textJongyeun Lee. "The Relationships Among Spirituality, Teacher Encouragement, and Teacher Efficacy of Secondary School Teachers." Teacher Education Research 53, no. 3 (September 2014): 381–99. http://dx.doi.org/10.15812/ter.53.3.201409.381.
Full textAprilia, Eka Dian, and Oshan Katiara. "WORKPLACE SPIRITUALITY AND WORK ENGAGEMENT AMONG HIGH SCHOOL TEACHERS IN BANDA ACEH." Jurnal Psikologi 19, no. 1 (April 15, 2020): 61–71. http://dx.doi.org/10.14710/jp.19.1.61-71.
Full textRogers, Geoff, and Doug Hill. "Initial Primary Teacher Education Students and Spirituality." International Journal of Children's Spirituality 7, no. 3 (December 2002): 273–89. http://dx.doi.org/10.1080/1364436022000023194.
Full textDissertations / Theses on the topic "Teacher spirituality"
Johnson, Peter. "Spirituality in the primary school : a study of teacher attitudes." Thesis, University of Wales Trinity Saint David, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683286.
Full textRawle, Martin. "Perceptions of spirituality and spiritual development in education held by teachers and students on teacher training courses." Thesis, Cardiff Metropolitan University, 2009. http://hdl.handle.net/10369/853.
Full textDowney, Michael John, and res cand@acu edu au. "Experiences of Teachers’ Daily Work Which Nourish and Sustain the Spirituality of Lay Teachers in Catholic High Schools." Australian Catholic University. School of Religious Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp112.25102006.
Full textMeehan, Amalee. "Thriving or surviving : reclaiming the Ignatian spiritual tradition as a resource for sustaining teachers today." Thesis, Boston College, 2008. http://hdl.handle.net/2345/24.
Full textNo amount of curriculum drafting, standardized testing, or technological aids are sufficient to make a good school. A school is only as good as its participants – students, parents, auxiliary staff, leaders, and of course, teachers. Teachers teach for life – perhaps decreasingly the duration of a professional lifetime, but for the very life of the school and the lives of those who participate in it. So much depends on the spirit of the teacher and therefore on what is likely to sustain their spirits. Fostering the spiritual lives of teachers is crucial; healthy spirituality can be a sustaining force, helping teachers to thrive rather than simply survive in our schools today. In this dissertation I address the need for intentionally engaging and nurturing the spirituality of teachers. I see spirituality as central to every teacher (indeed, every person), no matter who they are, where they work, or who or what they teach. It does not assume any particular religious tradition or religious faith at all. But it does account for the search for what is meaningful in life, and places this search within a transcendent horizon. The issue is important both for the personal and vocational development of teachers themselves and because their spiritual lives dynamically affect the educational life and experience of the whole school community. The dissertation goes on to suggest a spiritually inspired pedagogy drawn primarily but not exclusively from the Ignatian tradition. Chapter 1 sets out to describe the lived reality for teachers today, and lifts up the desire to serve and relationality as two great motivators in the decisions to enter and stay in the teaching profession. Chapter 2 re-frames these motivators as age-old and honored spiritual themes. In order to help craft a spiritual pedagogy to sustain teachers, Chapter 3 turns to the rich tradition of Ignatian spirituality. I hold up the Ignatian tradition as just one example of how the spiritual potential of education can be appropriated by any school and the teachers therein. Chapter 4 proposes five dynamic and overlapping configurations of a spiritual pedagogy. The idea is that when certain spiritual commitments in the form of these five configurations become operative for educators, they cannot but become realized in their teaching. Chapter 5 names and describes some general practices that can support the five configurations of a spiritual pedagogy. It follows with some specific suggestions, first for the teacher, and finally for the leadership of the school community
Thesis (PhD) — Boston College, 2008
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Religious Education and Pastoral Ministry
Bradley, Christopher. "An Inquiry Into Relationships Between Spirituality and Language Pedagogy." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/153171.
Full textEd.D.
Some psychologists (e.g., Bergin, 1997) have contended that if individuals neglect the world of the spirit, they ignore a foundational aspect of themselves. This must especially be true for language educators, who come from all corners of the globe and thus bring into their classrooms many spiritual views. I define spirituality, following Palmer (2003) as “the eternal human yearning to be connected with something larger than our own egos” (p. 377). Spirituality need not, then, entail belief in a supernatural being or force. The main thrust of Palmer’s definition was that educators should seek to forge meaningful and lasting connections with their learners. Although such thinking is common in general education, it has been little addressed in Second Language Education (SLE). Hence, I felt that this inquiry was timely. I undertook this qualitative case study by analyzing narratives about the turning points in the spiritual journeys of nine language teachers of varying creeds (or who professed no overt spirituality), as well as their stories of how they felt that they applied their spiritual beliefs to classroom teaching. To this end, I interviewed each participant at least twice. After analyzing their interview transcript data, I triangulated the common themes emerging from these data with, where appropriate, the informants’ classroom syllabuses, lesson plans, and academic publications. I also attempted to validate the results of this study through member checking. Three participants felt that their journeys into religious pluralism had strongly influenced their efforts to teach social responsibility and challenging moral dilemmas in their classrooms. Another three held that their tribulations, as well as the resulting comfort they found in spiritual practices, helped them to be nurturing teachers who could understand clearly the pain faced by some of their young charges. Still another three, despite their divergent spiritual paths, all insisted that they sought to teach in an ethical, caring manner. Finally, most of the informants, regardless of their spiritual backgrounds or views, spoke of the importance of transformation, ethics, and connection (nurturing) to their pedagogy. I conclude the study by positing implications of the aforementioned findings for research and practice.
Temple University--Theses
Badger, Mariza A. "Positing Living to Remember God| An Autoethnography." Thesis, Concordia University Chicago, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10014565.
Full textThis dissertation is a qualitative study in which I, the researcher and public school teacher, seek through writing the self in a narrative and evocative autoethnography to explore three emergent themes: My family’s six year and six month circumnavigation, spirituality, and important literature that I have shared with other readers that direct our hearts toward God. Insomuch as the title posits living to remember God, my hope is to make the interior mind visible to my reader as I explore what embracing this position has meant to me; I hope in making myself vulnerable to speak to our human experience of love so that other educators may come to understand the need we have in our American public school classrooms to be guided by agape.
Akoury, Paul Naif. "Teacher Authenticity: a Theoretical and Empirical Investigation." Thesis, Boston College, 2013. http://hdl.handle.net/2345/3027.
Full textThis study builds on a small, under-acknowledged body of educational works that speak to the problem of an overly technical focus on teaching, which negates a more authentic consideration of what it means to teach, including an exploration of the spiritual and moral dimensions. A need for educational change and the teacher's authentic way of being are presented as the basis for the primary research question: "What does it mean to be an authentic teacher?" The study consists of two equally intensive parts, i.e., a theoretical and empirical investigation. The theoretical developed a framework on authenticity, drawing from the Buddhist and Christian theological traditions; the Twentieth Century philosophical writings of Buber and Heidegger; and the in-depth review of conceptual and empirical educational literature. This framework supported the empirical design, which was a phenomenological study of six teachers in a small Catholic urban K-8 school. An empirical framework on authenticity evolved through the data analysis. Ultimately, the theoretical and empirical parts were integrated into a comprehensive framework on teacher authenticity, defined as follows: Teacher authenticity is a trust that, through the desire and intention to care, the teacher can awaken through teaching a profound life-giving potential for the well-being of oneself, others, and the world. This trust is the teacher's faith perspective, and is lived, dynamic, and iterative, which makes authenticity an ongoing process. A sub-question was also presented in the study: "What does it mean for the researcher to engage as an authentic learner in the research process?" The focus on the researcher as an authentic learner presented an expanded view of reflexivity, probing deeply into the philosophical, psychological, and spiritual dimensions of the researcher's learning process throughout the study. The implications of the study are presented, focusing on the professions of teaching and research, and also showing the relevance for education and society. The most impending implication pertains equally to teachers and to researchers, and emphasizes the need for professional development programs of self-learning and self-formation
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Wolfe, John D. "Blank Page: A Teacher Begins." ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/td/2015.
Full textO'Connell, John Gerard. "The significance of a pre-service RE course, which recognizes the importance of a focus on the inner life : exploring the experience of primary teacher education students in a small teacher education college in Dublin." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16567.
Full textBerger, Drotar Karen S. "Filling the God-Shaped Hole: A Qualitative Study of Spirituality and Public High School Teachers." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1321974749.
Full textBooks on the topic "Teacher spirituality"
Worst enemy, best teacher: How to survive and thrive with opponents, competitors, and the people who drive us crazy. Novato, Calif: New World Library, 2005.
Find full textThe knee of listening: The early-life ordeal and the radical spiritual realization of the divine world-teacher. Middletown, Calif: Dawn Horse Press, 1995.
Find full textVanderzanden, George. A systematic model of staff spiritual development programmes for the Roman Catholic separate schools of Ontario. Ottawa: National Library of Canada, 1990.
Find full textSamraj, Adi Da. The knee of listening: The early-life ordeal and the radical spiritual realization of the Divine World-Teacher and True Heart-Master, Da Avabhasa (the "Bright"). Clearlake, Calif: Dawn Horse Press, 1992.
Find full textPolozhenceva, Irina, Elena Aralova, and Tat'yana Kaschenko. Philosophical foundations of spirituality. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1111368.
Full textTreston, Kevin. Paths and stories: Spirituality for teachers and catechists. Dublin: Veritas, 1991.
Find full textFeuerstein, Georg. Holy madness: Spirituality, crazy-wise teachers, and enlightenment. Prescott, Ariz: Hohm Press, 2006.
Find full textThe light of his face: Spirituality for Catholic teachers. Dublin: Veritas, 2007.
Find full textBoltwood, Geoff. The messenger: The journey of a spiritual teacher. London: Piatkus, 1994.
Find full textNotes of Thanksgiving: Letters to my spiritual teachers. Hyde Park, New York: New City Press of the Focolare, 2013.
Find full textBook chapters on the topic "Teacher spirituality"
Zhang, Kaili, and Deirdra I.-Hwey Wu. "Towards a Holistic Teacher Education: Spirituality and Special Education Teacher Training." In Spirituality across Disciplines: Research and Practice:, 135–47. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31380-1_11.
Full textBarsh, Richard. "Exploring the Relationship Between Teacher Spirituality and Teacher Self-efficacy." In The Pedagogy of Shalom, 185–200. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2987-5_14.
Full textMcCall, Theo D. "Positive Spirituality." In The Palgrave Handbook of Positive Education, 581–608. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_23.
Full textPiske, Fernanda Hellen Ribeiro, and Tania Stoltz. "The Definition of Creativity from the Understanding of Gifted Students, Their Families and Their Teachers." In Education – Spirituality – Creativity, 245–58. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-32968-6_13.
Full textShrikant, Manesh L., and Jagdish R. Rattanani. "Time for Business Schools to Teach Spirituality." In Ethical Leadership, 275–96. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-60194-0_16.
Full textMcGhee, Peter. "What Can the Spirit Teach Us About Workplace Spirituality." In The Palgrave Handbook of Workplace Spirituality and Fulfillment, 1063–76. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-62163-0_39.
Full textMcGhee, Peter. "What Can the Spirit Teach Us About Workplace Spirituality." In The Palgrave Handbook of Workplace Spirituality and Fulfillment, 1–14. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-61929-3_39-1.
Full text"Transformative Approaches to Teacher Education." In Global Perspectives on Spirituality and Education, 272–83. Routledge, 2013. http://dx.doi.org/10.4324/9780203085578-30.
Full text"2. The Dangers and Delights of Teacher Spiritual Identity as Pedagogy." In Spirituality and English Language Teaching, 15–31. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788921541-005.
Full textMaparyan, Layli. "Spirituality in the Classroom." In Building Womanist Coalitions, 23–35. University of Illinois Press, 2019. http://dx.doi.org/10.5622/illinois/9780252042423.003.0002.
Full textConference papers on the topic "Teacher spirituality"
Edy Purwanto, Edy, Edy Purwanto, and Anwar Sutoyo. "Contributing Spirituality Account for Teacher Motivation at School." In Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.82.
Full textIan P. De Vera, Fritzie. "UNDERSTANDING THE SPIRITUALITY OF TEACHER LEADERS IN EDUCATIONAL INSTITUTIONS IN ASIA." In International Conference on Education. The International Institute of Knowledge Management - TIIKM, 2019. http://dx.doi.org/10.17501/24246700.2018.4217.
Full textЯшин, Б. Л. "Philosophical Disciplines in Pedagogical Higher Education as the Foundation of the General Culture of the Future Teacher." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.60.58.009.
Full textBashir, M. Furqon Hidayatullah, Joko Nurkamto, and Asrowi. "Spirituality in Education: Perception of Teachers of Middle School Teachers in Sukoharjo District." In International Conference on Progressive Education (ICOPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.156.
Full textRozalina, Erba. "Spirituality in Pedagogy A Qualitative Study of Teachers Values in High School." In Proceedings of the 5th International Conference on Education in Muslim Society, ICEMS 2019,30 September - 01 October 2019, Jakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.30-9-2019.2291169.
Full textVolkova, Anna Gennadyevna. "The problem of a teacher's personality spirituality during spiritual and moral education." In VII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112202.
Full textКондратьева, С. Б. "Evald Vasilievich Ilyenkov on the Role of School Education in the Formation of Critical Thinking of Students." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.37.24.021.
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