Human Contact in the Classroom: Exploring How Teachers Talk about and Negotiate Touching Students

Autor/inn/en	Andrzejewski, Carey E.; Davis, Heather A.
Titel	Human Contact in the Classroom: Exploring How Teachers Talk about and Negotiate Touching Students
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 24 (2008) 3, S.779-794 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2007.02.013
Schlagwörter	Females; Teacher Attitudes; Anxiety; Tactual Perception; Educational Policy; Teaching Styles; Context Effect; Teacher Student Relationship; Decision Making; Selection; Teacher Behavior + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Lehrerverhalten; Angst; Taktile Wahrnehmung; Politics of education; Bildungspolitik; Lehrstil; Unterrichtsstil; Teacher student relationships; Lehrer-Schüler-Beziehung; Decision-making; Entscheidungsfindung; Auslese; Teacher behaviour
Abstract	In a "risk society," as defined by Beck [(1992). "Risk society, towards a new modernity" (M. Ritter, Trans.) Newbury Park, CA: Sage, see also Castel, R. (1991). "From dangerousness to risk." In G. Burchell, C. Gordon & P. Miller (Eds.), "The Foucault effect: Studies in governmentality" (pp. 281-298). Chicago: The University of Chicago Press], teachers are risky individuals who, "must become permanent objects of their own suspicion" [Jones, A. (2003b). "Touching children: Policy, social anxiety, and the "safe" teacher." "Journal of Curriculum Theorizing," 19(2), 112]. The purpose of this study was to explore how four experienced, female teachers for whom "touching" students is a natural component of their teaching, talked about how they made choices about when and how to engage in the risky behavior of touching children. Findings are organized along two axes. The first represents how participating teachers perceived contexts as facilitating or constraining human contact. The second illustrates what conversations about human contact revealed about participants' teaching selves. This study contributes to the literature on teacher-student relationships as well as the literature on teachers' decision-making. Implications for future research in teacher decision-making, teacher-student relationships, and teacher education are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10