| dc.description.abstract | Through this Record of Study I examined the problems teachers face in overcoming the challenges and barriers in building caring relationships with students. I have aimed to bring practitioner insight into the problem. The objective of this study were to close teacher knowledge gaps by offering a series of three professional developments to build teachers skill and knowledge around building authentic caring relationships using an application of Ethics of Care. Through this Record of Study I looked at teachers perceptions around relationship building and the meaning of their interpretation of what it means to care for their students. Additionally, I attempted to gain insight into the impact professional development has on improving teacher efficacy in relationship building. Through this qualitative study I looked at participant perceptions prior to the professional development and then post professional development. Through participant interviews, discussions, and reflections the change in participants level of consciousness, awareness, and understanding around building relationships was analyzed.
The findings from the study concluded a stronger understanding of the importance of care and a deeper insight into the practitioner experience with care. The academic discourse and practitioner experience paralleled of a strong argument for an authentic care-based approach to teaching students to achieve positive academic outcomes. The first major findings concluded from insights gathered from the participants show how their educational experiences impacted their own interpretations of care. Secondly, that care is a foundational piece in educational settings and it must be authentic to have an impact. Thirdly, the importance of taking the time to build relationships is essential. Next, the importance of the element of reciprocity in building strong connections in teacher student relationships should be emphasized. Additionally, building connections takes intentionality and a time commitment must be made for a relationship to manifest. Subsequently, those high expectations can be enhanced through a personal bond ultimately leading to higher academic achievement outcomes. Lastly, when building one's agency in relationship building overtime a level of awareness and consciousness is raised to better understand students' personal challenges, struggles, as well as their hopes and dreams.
Through my Record of Study I have developed a stronger understanding of what it means to care from a practitioner's perspective. The participants in my study overwhelmingly agreed in their advocacy for an application of ethics of care in every classroom to be the rule and not the exception. | |
