Gotowe bibliografie tematyczne / Teacher spirituality

Gotowa bibliografia na temat „Teacher spirituality”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 11 lutego 2022

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Artykuły w czasopismach na temat "Teacher spirituality"

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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, nr 1 (31.03.2017): 93. http://dx.doi.org/10.15639/teflinjournal.v28i1/93-114.

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This article aims to better understand constraints (e.g., hostility toward spirituality) and opportunities that may affect teacher-student and student-student relations as spiritually informed ELT curriculum is negotiated. Viewed more broadly, spirituality aims to foster the ability to see one’s own religious positioning in relation to other people who have different faiths, and the commitment to being connected with other people, as well as nature, with love. In terms of pedagogical methodology, negotiating the place of spirituality in ELT means creatively keeping the balance of mainstreaming and decentering different senses of spirituality. It is in line with Kumaravadivelu’s theoretical lens of postmethod pedagogy which sheds light on how a teacher theorized negotiating power relations associated with his spirituality; how a teacher exploited a religious issue unique to a specific context in Indonesia; and how the dialogue of religious issues can be extended beyond what already happened in class. Regarding spiritually informed materials development, this article focuses on teacher-student co-development of spiritually informed materials and adaptations of non-ELT materials. The article concludes with some pedagogical implications and major questions to be addressed in future research on spiritually informed ELT curriculum.
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Arora, Dr Aina. "Ameliorate Student - Teacher Relationship through Spirituality". International Journal of Trend in Scientific Research and Development Volume-2, Issue-2 (28.02.2018): 1–3. http://dx.doi.org/10.31142/ijtsrd8271.

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Mahipalan, Manju, Sheena i 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, nr 1 (marzec 2019): 80–90. http://dx.doi.org/10.1177/0972262918821241.

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Research on workplace spirituality is on the rise primarily because of the win-win situation it creates for both employees and organizations. Spirituality at work has been associated with many individual-level work behaviour and attitudes. Also, self-efficacy is another significant construct which considerably affects individual work experiences. The current study focuses on the relationship between workplace spirituality, self-efficacy and organizational citizenship behaviour (OCB) in secondary school teachers. It examines whether spirituality and teacher efficacy could predict citizenship behaviour of teachers. Additionally, the influence of spirituality on self-efficacy is also looked at. Data were collected from 353 teachers working in state-run schools in one of the southern states in India. Using structural equation modeling, the study finds that positive relationships exist between different dimensions of workplace spirituality, teacher efficacy and two categories of OCBs. The study contributes to the growing empirical research on workplace spirituality and the underexplored area of teacher OCB.
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Na’imah, Tri, Heru Kurnianto Tjahjono i Abd Madjid. "A Sequential Exploratory Approach to Study the Workplace Well-Being of Islamic School Teachers". Journal of Southwest Jiaotong University 56, nr 2 (30.04.2021): 123–38. http://dx.doi.org/10.35741/issn.0258-2724.56.2.11.

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This study argues that organizational and personal conditions affect teachers in achieving well-being at work. The workplace well-being construct was developed based on the hedonic, eudaimonic approach and empirical exploration of teachers. This construct is adapted to the conditions of the Islamic school organization. This study proposes transformational leadership and workplace spirituality as determining factors for achieving teacher workplace well-being. The sequential exploratory approach is used to formulate the construct of workplace well-being for Islamic school teachers and prove the role of transformational leadership and workplace spirituality as antecedents of teacher workplace well-being in Islamic schools. An important finding from this study is the formulation of the teacher's workplace well-being, namely the social dimension, the emotional dimension, the professional dimension, and the 'Amal Jariyah dimension. Leadership behavior and teachers' spiritual strength play a role in attaining teacher workplace well-being in Islamic schools.
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Triposa, Reni, Yonatan Alex Arifianto i Yudi Hendrilia. "Peran Guru PAK sebagai Teladan dalam Meningkatkan Kerohanian dan Karakter Peserta Didik". Jurnal Pendidikan Agama Kristen (JUPAK) 2, nr 1 (16.06.2021): 109–26. http://dx.doi.org/10.52489/jupak.v2i1.24.

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The state of the age and its development so rapidly influencing the world become a challenge for students and especially teachers in giving roles and tasks to education especially Christian education. But the role of the teacher in writing that uses library research with a qualitative descriptive approach is expected to improve human resources and bring students to grow in spirituality and character that can build a nation through a person who is strong in relying on God. The Role of Teachers Christian religious education as a role model in enhancing the spirituality and character of learners must be a priority in learning as a form of implying affective values. Teachers as role models in improving the spirituality and character of students, the teacher in this study was asked to have the first responsibility in carrying out the tasks, roles and responsibilities of teachers of Christian religious education. Then the teacher must realize that the Christian Religious Education teacher is an exemplary leader. And then the Master works closely with the church and family to bring about an increase in spirituality and character. And finally the Master must be led by the Holy Spirit.
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Kung, Nancy. "Negotiating spirituality in teacher education". Curriculum Matters 3 (1.06.2007): 67–78. http://dx.doi.org/10.18296/cm.0090.

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Kernochan, Richard A., Donald W. McCormick i Judith A. White. "Spirituality and the Management Teacher". Journal of Management Inquiry 16, nr 1 (marzec 2007): 61–75. http://dx.doi.org/10.1177/1056492606297545.

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Jongyeun Lee. "The Relationships Among Spirituality, Teacher Encouragement, and Teacher Efficacy of Secondary School Teachers". Teacher Education Research 53, nr 3 (wrzesień 2014): 381–99. http://dx.doi.org/10.15812/ter.53.3.201409.381.

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Aprilia, Eka Dian, i Oshan Katiara. "WORKPLACE SPIRITUALITY AND WORK ENGAGEMENT AMONG HIGH SCHOOL TEACHERS IN BANDA ACEH". Jurnal Psikologi 19, nr 1 (15.04.2020): 61–71. http://dx.doi.org/10.14710/jp.19.1.61-71.

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Work engagement is vivacious for teachers to improve and maintain the quality of education. One of the factors that can improve work engagement is workplace spirituality. The study aimed to determine the relationship between workplace spirituality and work engagement of High School teachers. This study used a quantitative method with a cluster random sampling technique and the sample size was based on Isaac and Michael table with a 5% error level with 120 participants who work as civil servant High School teachers in Banda Aceh. The scales used in this study are an adaptation of Workplace Spirituality Scale developed by Milliman, Czaplewski, and Ferguson and adaptation of Utrecht Work Engagement Scale (UWES) by Schaufeli, Salanova, GonzalezRoma, and Bakker. The result of data analysis using the Pearson Product-Moment Correlation test showed a correlation coefficient of .397 with p-value = .000 (p < .05). The hypothesis was confirmed so it can be concluded that there was a significant positive correlation between workplace spirituality and work engagement of High School teachers. It means the higher the workplace spirituality of teachers, the higher the work engagement of teacher will be and vice versa. The results showed that the majority of workplace spirituality and work engagement of High School teachers in Banda Aceh classified into “high” category.
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Rogers, Geoff, i Doug Hill. "Initial Primary Teacher Education Students and Spirituality". International Journal of Children's Spirituality 7, nr 3 (grudzień 2002): 273–89. http://dx.doi.org/10.1080/1364436022000023194.

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Rozprawy doktorskie na temat "Teacher spirituality"

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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.

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Rawle, 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.

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Current legislation requires schools in England and Wales to promote the spiritual development of their pupils. The non-statutory guidance provided by various bodies has resulted in broad and inclusive definitions of the ‘spiritual’ and ‘spiritual development’ which combines both the religious and the secular and applies to all areas of the curriculum and school life. The world of academia has responded to this quasi-official guidance with varying degrees of approval to downright hostility, exposing the pretence that all agree with the current definitions and guidance. This thesis examines, by means of a cross-sectional survey, using qualitative and quantitative data gathered by means of questionnaire and interview, the perceptions of a sample of student teachers (428) on teacher training courses and qualified teachers (76) of the meanings of 'spirituality', 'spiritual experience' and 'spiritual development'. Although different viewpoints emerge, some underlying themes can be discerned. 'Spirituality' is conceived as the acquisition of a set of principles to guide everyday living, which may be derived from a religion, from a personal philosophy or from beliefs concerning morality, relationships with others, and an increased awareness of life and the world. The 'spiritual development' of pupils is seen to imply their freedom to search for and decide the principles they will adopt. The views of respondents on the extent to which 'spiritual development' should form part of the teacher's role are also reported, and it is suggested that current terminology associated with ‘spirituality’ be replaced with terms which students and teachers can more readily understand.
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Downey, Michael John, i 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.

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The hierarchy of the Catholic Church has stated that formation of lay teachers is essential for the personal sanctification of the teacher and the apostolic mission of the Church (CCE, 1982, #65) and that “formation must be broadened and kept up to date, on the same level as, and in harmony with, human formation as a whole (CCE, 1982, #62). The research reported in this thesis: (1) explores Catholic Church documents and other literature in order to gain insights into the spirituality of teachers who teach in Catholic schools; (2) identifies experiences of teachers’ daily work in Catholic high schools that nurture and sustain teacher spirituality; (3) explores how the insights revealed can inform the practices of formation for lay teachers in Catholic schools. The demonstrated success of a teacher formation known as The Courage to Teach invited exploration to gain understanding of the principles and practices of formation that could prove helpful for developing formation practices within Australian Catholic Education. The research reported in this thesis included teachers reflecting upon their daily experiences of work and identifying, what one called, “moments of grace” that nourished and sustain teachers’ spirits. These experiences were identified as teachers’ experiences of community and their experiences of making a difference. For Catholic schools to continue to have authenticity, the ongoing formation of lay teachers is essential. This does not mean, as others have said, “adding more water to an already overfull cup” by including formation as one more thing for teachers to do. It means making space and providing the opportunity for teachers to discover the ‘moments of grace’ that providentially fill their day. In conversation with Catholic Scripture and Tradition, these moments of grace will nurture and sustain the vocations of lay teachers in Catholic schools, so that lay teachers will both flourish and “teach with authority” (Mk. 1:22).
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Meehan, 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.

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Thesis advisor: Thomas H. Groome
No 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
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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.

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CITE/Language Arts
Ed.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
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Badger, Mariza A. "Positing Living to Remember God| An Autoethnography". Thesis, Concordia University Chicago, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10014565.

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This 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.

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Akoury, Paul Naif. "Teacher Authenticity: a Theoretical and Empirical Investigation". Thesis, Boston College, 2013. http://hdl.handle.net/2345/3027.

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Thesis advisor: Lillie R. Albert
This 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
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Wolfe, John D. "Blank Page: A Teacher Begins". ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/td/2015.

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Comprised of seven essays, this collection of literary nonfiction explores one man's journey into the teaching profession. The author recounts his experiences from just before he heard the call, to his first year teaching as an intern at Punahou School in Honolulu, through his first three years teaching full-time, and the challenges, mostly internal conflicts, he worked through as he taught freshmen and then two junior/senior electives before eventually going on sabbatical to Tanzania for his ninth year.
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O'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.

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This thesis reports the findings of a research study conducted in an initial primary teacher education college in Dublin, exploring how teacher education students experienced and constructed meaning from a pre-service RE course which recognized the importance of a focus on their inner lives. The study, which adopted a qualitative interpretive approach, was conducted using semi-structured interviews with twelve past students from a recently-graduated year group of one hundred students. The study hoped to uncover how a focus on the inner life was taken up by the research participants in relation to their personal and professional wellbeing and their role as educators in general and religious educators in particular. While it did not seek to generalise as a result of the findings, confined as it is by time and circumstance, nevertheless aspects deemed worthwhile by the research participants may also be deemed worthwhile by the reader and indeed may not be confined to the domain of RE. The findings have been framed generally against the three themes of ‘particularity’, ‘inner-ness’ and ‘ongoing-ness’. The theme of ‘particularity’ relates to the participants’ epistemological journey, as it is concerned with how concrete elements of the course supported inner life work. The theme of ‘inner-ness’ relates to the participants’ ontological journey, as it is concerned with how participants experienced and made meaning from the space provided by the course for inner life work. The theme of ‘ongoingness’ relates to the total RE journey from primary and secondary school to college and into their teaching lives and its impact on participants’ inner lives. What is clear from participants’ responses is that the RE course, and particularly the elements of the RE course that had a focus on the inner life, had a significant impact on participants’ identity, both personal and professional, at an important stage of their development and personal story. The study demonstrates the importance of inner life work for teacher education students and contributes a level of insight into how students appropriate and construct meaning from a created and creative space that supports a focus on that inner life.
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Berger, 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.

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Książki na temat "Teacher spirituality"

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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.

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The knee of listening: The early-life ordeal and the radical spiritual realization of the divine world-teacher. Middletown, Calif: Dawn Horse Press, 1995.

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Vanderzanden, George. A systematic model of staff spiritual development programmes for the Roman Catholic separate schools of Ontario. Ottawa: National Library of Canada, 1990.

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Samraj, 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.

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Polozhenceva, Irina, Elena Aralova i Tat'yana Kaschenko. Philosophical foundations of spirituality. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1111368.

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Philosophical foundations of spirituality is a collective monograph that attempts to reveal the problem of spirituality from a philosophical and ideological point of view in close connection with the concepts of "spirit", "soul", "meaning of life", "values", and reflects the spiritual quest of humanity at different stages of society development. Focusing on secular ethical teachings, the authors understand spirituality as the fulfillment of universal moral norms, the constant improvement of a person's self. It is addressed to students, postgraduates, teachers of pedagogical, social, psychological areas, as well as to all those who want to get a systematic idea of the evolution of spirituality and the state of values in the modern world.
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Treston, Kevin. Paths and stories: Spirituality for teachers and catechists. Dublin: Veritas, 1991.

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Feuerstein, Georg. Holy madness: Spirituality, crazy-wise teachers, and enlightenment. Prescott, Ariz: Hohm Press, 2006.

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The light of his face: Spirituality for Catholic teachers. Dublin: Veritas, 2007.

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Boltwood, Geoff. The messenger: The journey of a spiritual teacher. London: Piatkus, 1994.

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Notes of Thanksgiving: Letters to my spiritual teachers. Hyde Park, New York: New City Press of the Focolare, 2013.

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Części książek na temat "Teacher spirituality"

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Zhang, Kaili, i Deirdra I.-Hwey Wu. "Towards a Holistic Teacher Education: Spirituality and Special Education Teacher Training". W 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.

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Barsh, Richard. "Exploring the Relationship Between Teacher Spirituality and Teacher Self-efficacy". W The Pedagogy of Shalom, 185–200. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2987-5_14.

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McCall, Theo D. "Positive Spirituality". W 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.

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AbstractPositive spirituality is about acknowledging the personal spiritual growth that can occur through the use of some techniques from positive psychology. Contemporary educational philosophy within secular government educational departments rarely, if ever, addresses the notion of a spiritual life within educational institutions. Religious schools, on the other hand, usually include prayer and spirituality at the foundation of their educational aims. There is a clear disconnection between the two systems in this respect. Positive spirituality potentially provides a bridge between these two systems, bringing a focus on a broad notion of spirituality to otherwise secular government/public systems, and scientifically validated approaches to potentially narrowly focused religious schools. For instance, meditative techniques, relaxation, and physical stillness can help bring spiritual awareness to the fore, and in the process highlight a connection to something larger than oneself—the very goal of all mystics and a noble educational objective as teachers strive to inspire a greater sense of meaning and purpose in their students.
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Piske, Fernanda Hellen Ribeiro, i Tania Stoltz. "The Definition of Creativity from the Understanding of Gifted Students, Their Families and Their Teachers". W Education – Spirituality – Creativity, 245–58. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-32968-6_13.

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Shrikant, Manesh L., i Jagdish R. Rattanani. "Time for Business Schools to Teach Spirituality". W Ethical Leadership, 275–96. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-60194-0_16.

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McGhee, Peter. "What Can the Spirit Teach Us About Workplace Spirituality". W 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.

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McGhee, Peter. "What Can the Spirit Teach Us About Workplace Spirituality". W 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.

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"Transformative Approaches to Teacher Education". W Global Perspectives on Spirituality and Education, 272–83. Routledge, 2013. http://dx.doi.org/10.4324/9780203085578-30.

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"2. The Dangers and Delights of Teacher Spiritual Identity as Pedagogy". W Spirituality and English Language Teaching, 15–31. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788921541-005.

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Maparyan, Layli. "Spirituality in the Classroom". W Building Womanist Coalitions, 23–35. University of Illinois Press, 2019. http://dx.doi.org/10.5622/illinois/9780252042423.003.0002.

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In this chapter, the author writes about her experiences with spirituality in the classroom. For most of her life as a teacher/professor, the classroom has not been a hospitable place for the expression of spirituality. Neither has it been a space even for the serious consideration of spirituality. She notes that it would be true until she completed her second book about womanism, The Womanist Idea, at the end of 2010. It was at that point that she decided to bring spirituality into the classroom. Moreover, she made the decision to include it in all of her academic, scholarly, intellectual, and political work—whether people liked it or not.
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Streszczenia konferencji na temat "Teacher spirituality"

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Edy Purwanto, Edy, Edy Purwanto i Anwar Sutoyo. "Contributing Spirituality Account for Teacher Motivation at School". W 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.

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Ian P. De Vera, Fritzie. "UNDERSTANDING THE SPIRITUALITY OF TEACHER LEADERS IN EDUCATIONAL INSTITUTIONS IN ASIA". W International Conference on Education. The International Institute of Knowledge Management - TIIKM, 2019. http://dx.doi.org/10.17501/24246700.2018.4217.

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Яшин, Б. Л. "Philosophical Disciplines in Pedagogical Higher Education as the Foundation of the General Culture of the Future Teacher". W 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.

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в статье раскрывается роль философии и других философских дисциплин в системе подготовки будущего учителя. Утверждается, что одним из результатов реформ в области высшего образования стало существенное сокращение количества аудиторных часов, отводимых на курс философии, а изучение логики, этики и эстетики, способствующих формированию у будущего учителя высокой культуры мышления, «гражданственности, патриотизма, духовности, гуманности и других человеческих качеств», поставлено в зависимость от предпочтений руководителей образовательных программ. Показывается, что одной из серьезных проблем в преподавании философии остается негативное отношение к этой дисциплине учащихся и преподавателей профильных дисциплин вузов. Формулируются наиболее важные задачи, решение которых могло бы существенным образом изменить ситуацию: повышение активности преподавателей философии на факультетах и в вузе в целом, поиск и использование новых эффективных форм и средств преподавания, внедрение в процесс обучения компьютерных технологий, интернета, укрепление связей преподавателей философии и профильных дисциплин. the article reveals the role of philosophy and other philosophical disciplines in the system of training a future teacher. It is stated that one of the results of reforms in the field of higher education was a significant reduction in the number of classroom hours allocated to the course of philosophy, and the study of logic, ethics and aesthetics that contribute to the formation of a future teacher of a high culture of thinking, «citizenship, patriotism, spirituality, humanity and other human qualities», is dependent on the preferences of educational program managers. It is shown that one of the major problems in teaching philosophy is the negative attitude of students and teachers of specialized disciplines of higher education institutions to this discipline. The most important tasks are formulated, the solution of which could significantly change the situation: increasing the activity of philosophy teachers at the faculties and in the University as a whole, searching for and using new effective forms and means of teaching, introducing computer technologies, the Internet into the learning process, and strengthening the links between philosophy teachers and specialized disciplines.
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Bashir, M. Furqon Hidayatullah, Joko Nurkamto i Asrowi. "Spirituality in Education: Perception of Teachers of Middle School Teachers in Sukoharjo District". W International Conference on Progressive Education (ICOPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.156.

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Rozalina, Erba. "Spirituality in Pedagogy A Qualitative Study of Teachers Values in High School". W 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.

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Volkova, Anna Gennadyevna. "The problem of a teacher's personality spirituality during spiritual and moral education". W VII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112202.

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Кондратьева, С. Б. "Evald Vasilievich Ilyenkov on the Role of School Education in the Formation of Critical Thinking of Students". W 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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статья посвящена анализу творческого наследия Э.В. Ильенкова, связанного с осмыслением проблемы критического мышления и роли школьного образования в его формировании. Размышления философа носят междисциплинарный характер, затрагивая философские, педагогические и психологические вопросы. Особое место в работах Э.В. Ильенкова отводится вопросам морали и нравственности, на основе которых формирование критического мышления у школьников реализуется уже на уровне начальных классов. Автор делает вывод о том, что обращение к работам философа способствует переосмыслению взглядов на современное образование, разрешению противоречий, связанных с этическими вопросами современности, а также дает возможность акцентировать внимание на роли учителя в образовательном процессе, направленном на воспитание критически мыслящей и духовно-нравственной личности. the article is devoted to the analysis of the creative heritage of E.V. Ilyenkov, associated with the comprehension of the problem of critical thinking and the role of school education in its formation. It is shown that the philosopher's thoughts are interdisciplinary in nature, affecting philosophical, pedagogical, and psychological issues. A special place in the works of E.V. Ilyenkova is devoted to questions of morality, based on which the formation of critical thinking in schoolchildren is realized already at the level of elementary grades. The author concludes that the appeal to the works of the philosopher contributes to the rethinking of views on modern education, the resolution of contradictions related to ethical issues of our time, and also makes it possible to focus on the role of the teacher in the educational process aimed at educating critically thinking and spiritually - moral personality.
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