A Study of Pre-Service Teachers’ Acts of Caring Analyzed as Aesthetic Experiences
School programs have traditionally tended to ignore the importance of caring and learning how to care. Based on the metaphor of acts of caring as “creative making,” this study explored pre-service teachers’ “aesthetic experiences” after they joined academic counseling programs for disadvantaged children. The goals of the study were (1) to explore the pre-service teachers’ aesthetic experiences; (2) to analyze the elements that impact the aesthetic experiences in pre-service teachers’ social-caring actions; (3) to analyze the connections between pre-service teachers’ aesthetic experiences and the meanings they derived from their professional teaching of the curricula; (4) to draw conclusions and provide suggestions for future teacher training programs and further research. An interview method was mainly used. Six pre-service teachers who were engaged in academic counseling programs were interviewed. The conclusions were as follows: (1) pre-service teachers undergo a variety of aesthetic experiences while engaging in academic counseling programs; (2) many factors related to their prior experiences impact pre-service teachers’ aesthetic experiences; (3) pre-service teachers’ aesthetic experiences of “social caring” may have a variety of personal and professional meanings.
|關鍵詞||美感經驗、師資培育、課輔計畫、職前教師、關懷行動、aesthetic experiences、teacher cultivation、academic counseling programs、pre-service teachers、caring actions|