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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.
Pełny tekst źródłaRawle, 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.
Pełny tekst źródłaDowney, 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.
Pełny tekst źródłaMeehan, 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.
Pełny tekst źródłaNo 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.
Pełny tekst źródłaEd.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.
Pełny tekst źródłaThis 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.
Pełny tekst źródłaThis 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.
Pełny tekst źródłaO'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.
Pełny tekst źródłaBerger, 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.
Pełny tekst źródłaAugustine, Tami. "Habits of the heart, habits of the mind: Teacher education for a global age". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1403734827.
Pełny tekst źródłaNörnberg, Marta. "Palpitações indizíveis : o lugar do cuidado na formação de professores". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/14835.
Pełny tekst źródłaThis thesis investigates the place of care in the formation of teachers. Availing itself of the construction of a transdisciplinary reflection, which is structured and sustained by Philosophy, Theology, Anthropology and Pedagogy, a theoretical-conceptual perspective is articulated that discloses possibilities emerging from the teacher formation processes. Assuming the precepts and procedures of phenomenology, the dissertation introduces and explores some central issues of the educational process: Care, Spirituality and the Ethics-Esthetics-Existence of human life, while taking hermeneutics as a technique for interpreting and constructing the meaning of the word that surfaces from teaching internship reports, which were analyzed in order to constitute and outline the place of Care in the formation of teachers. By describing situations that make up the manner of seeing and being of a teacher-moulder, the thesis presents and maintains Spirituality and Care as palpitations that sprout up in the formation processes. Care is found within the teaching internship reports, where it materializes and is configured in the different everyday school situations. From the interpretative analysis of the internship reports we derive the understanding that the place of Care in the formation of teachers reveals the centrality of the School Institution as a way of sheltering existences, by educating, teaching, controlling and guarding, all of which are primordial tasks of the school and the teacher, demonstrating that the school institution holds both space and time for what is inherent to the effervescence of togetherness. This is the Care that arises from reflections, that is learned out of action, out of reflection. What we here present as a thesis is the place of Care that is reflected in the process-of-becoming-a-teacher-in-school.
Caswell, Roger L. "Teacher transformation achieved through participation in the National Writing Project’s invitational summer institute". Diss., Kansas State University, 2007. http://hdl.handle.net/2097/447.
Pełny tekst źródłaCurriculum and Instruction Programs
F. Todd Goodson
Professional development of in-service teachers continues to increase, but not all programs are successful in promoting teacher learning and student improvement. This qualitative study offers an examination of how one professional development program, The National Writing Project, with its teachers-teaching-teachers model is making a difference. The National Writing Project is one of the longest running, most cost-efficient, and most successful professional development programs in education. The purpose of this study was to identify factors influencing teacher transformation. Five areas were addressed: (1) the identification of transformation factors; (2) the relationship of personal literacy as it affects professional change; (3) being a member of a learning community and how it affects personal learning; (4) being a member of a learning community and how it affects professional learning; and (5) the role of spirituality in transformation. The setting was the National Writing Project's Invitational Summer Institute as it examined how fellows, first time participants, perceived their learning. Participants were from 17 different writing project sites across the United States. Data collection involved three distinct sources: (1) selection of participant and rationale provided by site directors of writing project sites; (2) audio-taped long interviews of each participant; and, (3) a follow-up focus group conducted in an electronic discussion board. The findings highlighted an interweaving of five factors influencing teacher transformation: (1) identification and application of knowledge for self and students; (2) reflection of learning and practice; (3) collaboration; (4) active and on-going involvement; and, (5) supportive and safe environment. When these five transformative factors are designed and implemented in the professional development of teacher in-service, teachers are provided an opportunity to personally learn which leads to professional learning and improved instruction for student learning. Excerpts from each data collection, recommendations for future research, and appendices to replicate the study are provided.
McMullen, Matthew R. "Identification and Selection of Teachers Equipped to Guide Students in Spiritual Formation in Mennonite Schools". Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1460469569.
Pełny tekst źródłaMackey, David R. "Niebuhr, Dewey, and the Ethics of a Christian Pragmatist Public Elementary School Teacher". Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1291375868.
Pełny tekst źródłaWilliams, Tiffany J. "Wild and Well: An Autobiographical Manifesto for the Love of Black Girls". Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami153267284888971.
Pełny tekst źródłaGroman, Jennifer Lynn. "From Calling to Crisis: The Growth Process of Teachers Through Crisis-Like Incidents". University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1436525010.
Pełny tekst źródłaEdwards, Alexander Kyei. "Professional Citizenship and Otherness Leadership Development: Examining the Relationships among Meaning, Moral Reasoning, and Diversity Competencies of Graduate Students". Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1242401256.
Pełny tekst źródłaVieira, Marili Moreira da Silva. "Tornar-se professor em uma escola confessional: um estudo sobre a constituição identitária na perspectiva da dimensão da espiritualidade". Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/16534.
Pełny tekst źródłaThis research aims to comprehend how the spiritual dimension of a teacher contributes and participates in the process of constitution of identity, and how this happens in a confessional school. It is defended that spirituality is central in the Professional dimensions of a teacher because it reveals the meaning o his life to him. And will be revealed to his students through his practice in class, through his words. In that same direction, the manifestation of his spiritual dimension will affect the school s identity. The research was based on the theory of Claude Dubar and Zygmunt Bauman to explain the process through which a person s identity, and also professional identity is constituted. Through Berger e Luckmann s theory, the research sought to comprehend the necessity of community support in the identity constitution process. Placco s theory helped by pointing out the importance of considerating the interaction and sincronicity of the various professional dimensions of teachers. To Placco s analyses it is added by this work the spiritual dimension of the human being. Viktor Frankl s theory contributed in explaining this particular dimension. The research was done in a confessional school in the city of São Paulo, by using semi-structures interviews and images to stimulate the five high-school teachers to reveal values and the meaning of life and profession. The school principal and the pedagogical coordinator were also interviewed. The analyses organized the information in categories that are important for the identity process and for the spiritual dimension. In a second moment, the information from teacher, principal and coordinator were crossed. The conclusion points out that the institution participates in the constitution of the teacher s identity and the teacher confers meaning to the institution s confession. It becomes evident that the philosophy of a school (the expression of it s spirituality) is central in it s culture just as the spirituality of the teacher is central to him. Therefore, spirituality, being an essential part of a teacher s identity is a great dimension to be focused in a teacher formation process. It is a dimension through which one can work the teacher s professional posture and therefore reach the final aim of education
É objetivo desta pesquisa compreender como a dimensão da espiritualidade contribui e participa da constituição identitária de professores e, como, em uma escola confessional, se dá essa constituição. Defendeu-se que a espiritualidade é central às dimensões profissionais de um professor, pois revela o sentido de vida que ele tem, sentido esse que revelará para o seu aluno, por meio de sua prática, por meio de sua fala. Sendo esta uma instituição confessional, acredita-se que ela afete a dimensão da espiritualidade, no professor.Por sua vez, a manifestação dessa dimensão da espiritualidade na identidade do professor afetará a identidade da escola. Como referencial teórico quanto ao processo de constituição da identidade profissional, recorreu-se a Claude Dubar e Zygmunt Bauman. Buscou-se, com Berger e Luckmann, compreender a necessidade de comunidades de apoio no processo de identificação. Ainda, recorreu-se a Placco, que aponta a importância de se considerar a interação e sincronicidade entre as várias dimensões do professor, no processo de ação e formação dele. Evidencia-se que, à proposta de Placco, pode ser acrescentada como dimensão a espiritualidade humana. Para compreensão dessa dimensão da espiritualidade, o referencial teórico foi o de Viktor Frankl. Realizou-se a pesquisa em uma escola confessional na cidade de São Paulo, com cinco professores do Ensino Médio, com a diretora e a coordenadora pedagógica, sendo a coleta de dados realizada por meio de entrevistas semiestruturadas, apoiadas por um roteiro e pela utilização de algumas imagens, para interpretação de valores e sentido de vida. Os dados de professores foram analisados a partir de categorias importantes para a constituição identitária e para a espiritualidade. Em seguida, foram confrontadas as informações coletadas junto à Diretora, à Coordenadora e aos professores. Concluiu-se que a instituição participa da constituição da identidade profissional do professor e esse confere significado à confessionalidade da escola. Evidencia-se que a filosofia da escola (expressão da espiritualidade institucional) é central na sua cultura, tanto como a espiritualidade é central para o professor (dimensão do ser humano). Fica evidenciado que a espiritualidade é essencial para a profissão do professor e é um meio pelo qual se pode atuar em sua vida e em sua formação profissional e, assim, atingir o alvo final da educação
Didlick-Davis, Celeste Renee'. "The LEGACY Project: A Case Study of Civic Capacity Building and Transformative Educational Leadership in a Community-based Academic Enrichment Program". Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1460994613.
Pełny tekst źródłaForsythe, Gene Lynn. "Spirituality and job satisfaction| A correlational study of elementary school teachers". Thesis, University of La Verne, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10239617.
Pełny tekst źródłaPurpose. The purpose of this quantitative study, consistent with the original study by Bell (2006), was to examine the relationships between spirituality and job satisfaction among elementary school teachers.
Methodology. The Spirituality Assessment Scale (SAS; Howden, 1992) was used to determine the spirituality scores and the level of spirituality among teachers. The Minnesota Satisfaction Questionnaire (MSQ) short form (Weiss, Dawis, England, & Lofquist, 1967) was used to determine intrinsic satisfaction and general satisfaction. The general satisfaction and spirituality scores were compared to determine if a relationship exists between job satisfaction and spirituality. Demographic variables of age, educational level, grade level taught, and numbers of years teaching were used to determine additional relationships between spirituality and job satisfaction among teachers.
Findings and Conclusions. A moderate significant positive correlation was found between spirituality and general job satisfaction. Similarly, a higher significant positive correlation was found between spirituality and intrinsic job satisfaction. These findings seem to confirm the idea that spirituality is closely related to general job satisfaction levels for elementary school teachers. No significant differences where noted on the spirituality measure or the general job satisfaction scale on any of the demographic aspects of the participant sample.
Recommendations. Future research should utilize this study to examine whether a strong sense of spirituality among educational leaders correlates to teacher job satisfaction. Studies should also examine where high levels of spirituality among teachers would positively impact the academic performance of their students. Researchers may also wish to consider the following question: Why did the correlation between spirituality and job satisfaction have a moderate significant relationship, and yet the overall job satisfaction scores of this group indicate low levels of general job satisfaction?
Fridari, I. Gusti Ayu Diah. "From Traditional to Experiential Education| The Transformative Experience of Teachers". Thesis, Sofia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10786007.
Pełny tekst źródłaThe aim of this research was to investigate the transformational experience of teachers who had training and experience with traditional education and then moved to an experiential teaching method as found in the One Earth School, Bali, Indonesia. The researcher conducted interviews with eight teachers and made observations of the teachers’ practices in the One Earth School. This study sought to answer the main research question: What was the transformative experience of teachers who moved from traditional to experiential forms of education? This primary research question was expanded to include sub-research questions that explored: How did an experiential educational method influence teacher practice, what were the barriers in transitioning to an education in experiential learning, how did the teachers address those barriers? The primary researcher used a multiple case study method. Six key themes emerged from this analysis, which were a sense of purpose, transformation of educational beliefs, experiences of transformative learning, sense of community, sense of intimacy, and self-transformation. The findings of this study provided data to support the theories and practices of transformative experiences for teachers who converted to this method. The experiences of teaching in the OES provided teachers impactful learning experiences that facilitated their transformation. The findings will provide a model for articulating and disseminating the transformative practices of educators as co-learners.
Eaude, David Anthony. "Beyond awe and wonder : a study of how teachers understand young children's spiritual development". Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270069.
Pełny tekst źródłaJulian, Elizabeth. "Reading the landscapes of their lives an exploration of and resource for the spirituality of women teachers in Catholic schools in the Archdiocese of Wellington, Aotearoa New Zealand /". Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
Pełny tekst źródłaManning, Christine. "Spirituality and teaching lectio divina : a resource for teachers in an Australian context /". Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
Pełny tekst źródłaFisher, John W. "Spiritual health : its nature and place in the school curriculum /". Connect to thesis, 1998. http://eprints.unimelb.edu.au/archive/00002994.
Pełny tekst źródłaWalker, Kenyona N. "At What Cost: The Patterns of Persistence of First-Generation, Urban, Black Female, College Students". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1578248623563932.
Pełny tekst źródłaSchmack, Brendan L. "Encouraging a spirituality of profound responsiveness for pupils and teachers : a paradigm of spirituality appropriate for education at the beginning of the twenty-first century". Thesis, University of Liverpool, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.631715.
Pełny tekst źródłaMaroney, Fr Simon Mary of the Cross M. Carm. "Seminary Life and Formation under Mary’s Mantle: An Exploration of Mary’s Presence and Mission in Initial Priestly Formation". IMRI - Marian Library / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=udmarian156943518492405.
Pełny tekst źródłaMcCreery, Elaine. "Promoting children's spiritual development in education : a review of the literature and an exploration of teachers' attitudes". Thesis, Roehampton University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326828.
Pełny tekst źródłaHoward, Arianna. "ILLUMINATING PRACTICES OF EDUCATIONAL CARE AMONG FEMALE AFRICAN AMERICAN CAREGIVERS". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1480516735305684.
Pełny tekst źródłaDavis, Jennifer. "The essential presence of spirituality in the secular classroom as experienced by six female secondary school teachers". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ54449.pdf.
Pełny tekst źródłaKim, Minyong. "Teaching, Learning, and Research as a Spiritual Journey". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1482855379882582.
Pełny tekst źródłaFox, Liza. "How Waldorf early educators teach parents to parent their children during the first seven years". Thesis, California Institute of Integral Studies, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3712312.
Pełny tekst źródłaThis dissertation explores how Waldorf early childhood educators use the theories and practices embedded in Waldorf early childhood education (WECE), which are based on the psycho-spiritual-biological model of development developed by philosopher Rudolf Steiner, to help parents care for their children during their first 7 years. While there is a large body of writing on Waldorf early childhood theory and practice from within the Waldorf community, little has been written in scholarly and academic circles. Seeking to bridge this divide, 12 senior Waldorf early childhood educators who are acknowledged experts in their communities were interviewed. The study gathered information from senior Waldorf early childhood educators through qualitative, semi-structured interviews aimed at understanding the nature of teaching parenting skills that accord with Waldorf early childhood principles. Interview questions were informed by the literature review, which focuses on Steiner’s (2003) developmental theory, Susan Howard’s (2006) outline of early childhood education essentials, and the historical contexts in which these teachings are embedded. All interviews were analyzed using an adaptation of grounded theory methods. Results illuminated 11 major themes to describe how parent educators use the environment and their “being” to offer parent-centered, experiential practices rooted in Anthroposophy that “protect childhood” from impinging cultural conditions and contemporary parenting challenges. Through modeling and relationship with parents and children, parent educators offer a set of parenting skills that support health for families as understood through an Anthroposophical developmental lens. Additionally, parent educators help foster community and attachments such that parents can integrate their learning and begin a path of inner transformation. The study is designed to provide an empirical base to discussions of how Waldorf early education of parents works at the beginning of the 21st century.
Landuyt, Maryjo. ""Lord, teach us to pray" using the Myers-Briggs type indicator as a spiritual tool to enrich prayer life /". Chicago, IL : Catholic Theological Union at Chicago, 2007. http://dx.doi.org/10.2986/tren.033-0848.
Pełny tekst źródłaGillespie, Aidan. "How do primary school teachers understand and express their spirituality in the workplace? : an interpretative phenomenological analysis of professional educators' spiritual expression in primary schools". Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/17437/.
Pełny tekst źródłaPang, Alfred Kah Meng. "Called Forth By The Child To Teach: Lasallian Mysticism Of Faith and Teaching For Children's Liberation". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108943.
Pełny tekst źródłaThere is a pressing need to re-awaken in teaching the prophetic call to serve the liberation of children, whose complex humanity remains systemically marginalized. This proposal is grounded in a study of the Lasallian tradition of education, which originates from John Baptist de La Salle (1651-1719), founder of the Institute of the Brothers of the Christian Schools in seventeenth century France and the patron saint for Christian teachers of the young. From a Lasallian perspective, the prophetic call to teach for children’s liberation is rooted contemplatively in a Christian mysticism of faith, which energizes an incarnational mission of education in zeal, shaped by a preferential option for children as the poor and marginalized. This preferential option for children is a hermeneutical key that reads the Lasallian mission of education forward into the twenty-first century. I develop this idea of a preferential option for children, locating it in an interpretive study that critically synthesizes a Lasallian theology of child with literature in childhood studies, spirituality, critical pedagogy and participatory action research. Building on the Lasallian imagination, this study contributes to a Christian spirituality of education as it examines how contemporary theological perspectives on children and childhood serve as a lens that deepens the interconnection between Christian mysticism, liberation, and child in teaching as a prophetic vocation. To teach for children’s liberation is to promote their flourishing as full human beings created in the image and likeness of God. It attends to conditions that protect children in their social marginalization while engaging and developing their social participation as responsible agents in our common belonging to God as God’s children and siblings-in-Christ. It demands just presence in teaching, which begins with listening as receptivity to the mystery of the child as graced irruption. The prophetic call to teach for children’s liberation is mystically rooted in contemplative wonder at the Incarnation. Such wonder must also open the teacher to being disturbed by the scandalizing action of God, who steps out of God-self not only to be with the poor, but also in the least as a human child in Jesus Christ. It is this recognition of God’s presence in each child and with children that calls forth the responsibility of teachers, making an ethical claim on them to be courageously present in ways that prioritize the human dignity of children in education
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Religious Education and Pastoral Ministry
Stockbridge, Kevin. "Queer Teachers in Catholic Schools: Cosmic Perceptions of an Easter People". Chapman University Digital Commons, 2017. https://digitalcommons.chapman.edu/ces_dissertations/17.
Pełny tekst źródłaBalotta, Maria. "Como el cantar del coquí: Educators of the Puerto Rican Diaspora in the U.S. Describe What Resilience Means to Them". Ashland University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1304085552.
Pełny tekst źródłaBriney, Carol E. "My Journey with Prisoners: Perceptions, Observations and Opinions". Kent State University Liberal Studies Essays / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648.
Pełny tekst źródłaHsu, Wei-ting, i 徐薇婷. "A Study of Relationship between Spirituality and Teaching Effectiveness of Life Education for Elementary School Teacher". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/24682657440963645214.
Pełny tekst źródła國立中正大學
成人及繼續教育所
97
ABSTRACT The study aimed to research the current condition of the elementary school teachers in terms of their spirituality and teaching effectiveness of life education, and furthermore addressed the correlation of spirituality and teaching effectiveness of life education.This research adopts the investigation method of the questionnaire, regard elementary teachers of partner of elementary schools on life education learning website as the research object, utilize spirituality and teaching effectiveness toward life education questionnaire which elementary teacher''s life education made up by oneself, to the schools of 11 elementary schools, 388 elementary teachers carry on the investigation , retrieve 325 effective questionnaires altogether, materials that collect assay with independent sample t-test, one-way ANOVA, Pearson correlation analysis, stepwise multi-regression etc. progressively to count to make a variation, carry on analysis. According to the result of analysis, the findings were summarized as follows: 1. The present condition of elementary school teachers’ spirituality and teaching effectiveness of life education was generally fine. 2. The teaching effectiveness of life education that elementary teachers'' presents the progressive orientation. 3. In age, marital status, kid number, education level, teaching age, faith, the carrying out life education level, school area and size of school, indeed caused significant difference in the spirituality. 4. In marital status, teaching age, teaching positions, the carrying out life education level, school area and size of school, indeed caused significant difference in the spirituality. 5. Between spirituality and teaching effectiveness of life education have apparent positive correlation in terms of wholeness and various levels. 6. Elementary school teachers’ spirituality was an indicator of the overall teaching effectiveness of life education. Altruism is the main factor in predicting teaching effectiveness of life education According to the above findings, they could provide the following respective suggestions to teachers, school administrations and teachers cultivation related authorities, adult learner. Furthermore, these conclusions could be proposed for future studies
Burford, Natasha. "Decolonizing Pedagogy: Critical Consciousness and its impact on schooling for Black students". Thesis, 2014. http://hdl.handle.net/1807/65533.
Pełny tekst źródła"Negotiating the Place of Spirituality in English Language Teaching: A Case Study in an Indonesian EFL Teacher Education Program". Doctoral diss., 2014. http://hdl.handle.net/2286/R.I.27460.
Pełny tekst źródłaDissertation/Thesis
Doctoral Dissertation English 2014
YANG, CHIUNG-YAO, i 楊瓊瑤. "The Influence of Workplace Spirituality,Organizational Commitment, and Emotional Exhaustion on the Coping Strategies of Elementary School Teacher Facing Student with ADHD". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/3mp23n.
Pełny tekst źródła大葉大學
休閒事業管理學系碩士在職專班
106
The aim of this study was to discuss the influence of workplace spirituality, organizational commitment, and emotional exhaustion on the coping strategies of elementary school teacher facing student with ADHD. Simultaneously, analyzed the differences of different demographic variables in all of them mentioned above. The objects were elementary school teachers who teaching at public elementary school in New Taipei City. The study used stratified sampling based on the population of teachers and types of class. Total 450 questionnaires were distributed. And obtained 419 valid questionnaires were retrieved with an effective response rate of 93%. The statistic software SPSS 22.0 (Chinese version) was applied for data analysis. The statistical methods included descriptive statistic, independent-samples t-test, one-way ANOVA, Pearson product-moment correlation, and regression analysis. The major findings of this study were summarized as follows. The different demographic variables have partial significant differences in workplace spirituality, organizational commitment, emotional exhaustion, and coping strategies. Workplace spirituality and organizational commitment have significant positive correlation. Organizational commitment and coping strategies also have significant positive correlation. Organizational commitment and emotional exhaustion have significant negative correlation. Emotional exhaustion and coping strategies also have significant negative correlation. Workplace spirituality has significant negative effect on emotional exhaustion. But, it has significant positive effect on coping strategies. Workplace spirituality, organizational commitment can effectively predict coping strategies. Meanwhile, the “willingness to work hard” dimension of organizational commitment has the best prediction. Regarding mediator effect, organizational commitment has partial mediation on the relationships between workplace spirituality and coping strategies. Review related studies, lack the studies of using workplace spirituality, organizational commitment and emotional exhaustion to predict coping strategies of elementary school teacher facing student with ADHD. This study makes up the gaps of previous studies, and hoping the results of this study will provide elementary school teachers and the relevant education government department as references for helping teachers' mentally healthy and teaching quality.
Tanaka, Michele Therese Duke. "Transforming perspectives: the immersion of student teachers in indigenous ways of knowing". Thesis, 2009. http://hdl.handle.net/1828/1664.
Pełny tekst źródłaHUANG, YU-TING, i 黃于庭. "The spirituality and educational practice of two senior preschool teachers". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/d5krht.
Pełny tekst źródła臺北市立大學
教育學系
107
The purpose of this study is to explore the spirituality and educational practice of senior preschool teachers. The flow rate of personnel is high in the trend of fewer children. Studying the concept of spirituality of early childhood educators is valuable. Because the spirituality influences teachers’ educational practice. This study analyzes the life stories of two senior preschoolers. The study found that the concept of spirituality is to see the self in the secular from the perspective of transcendence. Two preschool teachers follow two paths and found different transcendental perspectives. They redefine their inner nature and identity, and regard educational practice as a call and mission. They view children from a transcendental perspective, provide a more flexible and diverse environment and educational methods, and give educational practice a higher purpose: to practice and teach spiritual values. Research suggests that in the future, spirituality of teachers and young children can be extensively studied through life stories. It is necessary to understand how to nurture teachers' the concept of spirituality in order to support their educational practice.
Avila, Sakar Andrea. "Experiencing Allyhood: the complicated and conflicted journey of a spiritual-Mestiza-Ally to the land of colonization/decolonization". Thesis, 2012. http://hdl.handle.net/1828/4376.
Pełny tekst źródłaGraduate
LIU, LIANG-LING, i 劉亮伶. "Self-compassion, Spirituality and Psychological Well-being in Primary School’s Teachers". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/724nng.
Pełny tekst źródła大葉大學
教育專業發展研究所
106
The purpose of this study was to explore the current situation and relationship between primary school teachers' self-compassion, spirituality in working place and psychological well-being. This research method was based on the mixed research method. In the quantification section, before conducting interviews, researcher used the quantitative questionnaire survey method to set the questionnaire scale and apply to the primary school teachers. Using SPSS 18.0 version statistical software package for project analysis, independent sample T test, Pearson product difference related statistical analysis, etc. to extract into nine items, i.e., self-kindness, caring for others, mindfulness, human consensus, working motivation, colleague relations, autonomy, human relations, and sense of accomplishment. The positive relationship between the three variables are further used as the semi-structural in-depth interview elements for qualitative research. In the qualitative part, the researcher conducted eight semi-structured interviews with eight elementary school teachers. According to the interview documents, they compiled and described the personal experience in their self-compassion , their spirituality in the workplace and psychological well-being. These information is further analyzed to explore the relation among self-compassion, spirituality in working place and psychological well-being of primary school teacher. According to the quantitative analysis, the overall average values of self-compassion, spirituality and psychological wellbeing of the primary teachers are high. However, the female teachers are significantly higher in self-kindness; the working motivation of teachers over 40 years old is significantly higher than teachers under 40; teachers above 40 years old is significantly higher than that under 40. The results of qualitative analysis of self-compassion, spirituality and psychological wellbeing in primary school teachers, indicate that self-kindness, working motivation and autonomy form a circle relationship, showing that the individual establishes the autonomy of individual life through the motivation of the workplace from caring for oneself, becomes the source of psychological well-being. Humanity consensus, colleague relations, and human relations form another circle relationship, expounding the power of group cohesion, indicating that individuals from the humanity consensus to establish interpersonal relationships of individual life through the relationship of colleagues in the workplace, also become the source of psychological wellbeing. Therefore, the first circle relationship showing individual perspective proposes that a systematic and comprehensive psychological wellbeing course for teachers is an effective way to improve the psychological wellbeing of elementary school teachers. The second circle pointed out that assisting younger teachers with a happy workplace atmosphere can enhance the psychological wellbeing of the overall education staff.
Huang, Yu-Shan, i 黃于珊. "Work spirituality, Mindfulness, Self-Compassion, Stress and Emotional Exhaustion of Secondary School Teachers". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/87741920400855805959.
Pełny tekst źródła國立雲林科技大學
應用外語系
103
The purpose of this paper was to explore the work spirituality, mindfulness, self-compassion, stress and well being of secondary school teachers. The participants were secondary teachers, including junior and high school teachers in public and private school. In order to understand the work spirituality, mindfulness, self-compassion, stress and well being of secondary school teachers, the researcher designed to use purposive sampling and questionnaire for investigating the result of this study. The researcher received 304 questionnaires for analysis. The questionnaire included (a) Demographics, (b) Mindful Attention Awareness Scale (MAAS), (c) Self-Compassion Scale (SCS), (d) Spirituality at Work Questionnaire (SWQ), (e) Chinese Health Questionnaire (CHQ), (f) Educator Burnout Inventory (EBI), (g) Positive and Negative Affect Scales (PANAS) and (i) Chinese Happiness Inventory (CHI). The analysis will use (a) Descriptive Statistics (b) Exploratory Factor Analysis and (c) Structural Equation Modeling. The study used structural equation modeling (SEM) to test the proposed research model. The result showed that mindfulness, self-compassion and workplace spirituality has significant relation with educator burnout. Moreover, The maladaptation of teachers has positive relation with educators’ mental and physical health and burnout. Finally, the limitation of the study and the recommendation of the study were discussed for future research.
Downey, Michael John. "Experiences of teachers' daily work which nourish and sustain the spirituality of lay teachers in catholic high schools". 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp112.25102006/index.html.
Pełny tekst źródłaSubmitted in partial fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 180-192. Also available in an electronic format via the internet.