1,720,964 research outputs found
An exploration of the potential of meditation to inform teaching practice
No full textThis thesis documents a self-study of the author’s meditation and teaching practice. The purpose of this study was to explore the potential of meditation to develop authentic teaching practice and to consider the applications of new understanding to the teaching environment. The process of meditation is the primary inquiry method supported by self-study, an emergent teacher practitioner based methodology. Siddha Yoga meditation teaches that continual meditation practice leads to a direct experience and expanded awareness of your own Self.
A practice of regular meditation and journaling over a teaching semester identified four key themes. These themes span the personal inner experience and deepening spiritual awareness, through to the everyday professional practices and skills of a teacher. The themes acknowledge the mysterious and potent place of unknowing concealed deep within an individual; the experience of cultivating Self-awareness which leads to a unified perspective of others; and finally describes the ways in which this new awareness influences the teacher-student interaction, regarded in this study as the observable artefacts of the study. The study describes how a deepening awareness of oneself supports authentic development in one’s professional role as a teacher.
Although there are definite challenges to using a model of contemplative self-inquiry within an academic framework, there are clear benefits. This study can contribute to the development of new methodology that fully accepts the value of self-experience as a form of self-knowledge, and which aligns with contemplative or integrative teaching approaches
An Exploration of the Potential of Meditation to Inform Teaching Practice
No full textThis thesis documents a self-study of the author’s meditation and teaching practice. The purpose of this study was to explore the potential of meditation to develop authentic teaching practice and to consider the applications of new understanding to the teaching environment. The process of meditation is the primary inquiry method supported by self-study, an emergent teacher practitioner based methodology. Siddha Yoga meditation teaches that continual meditation practice leads to a direct experience and expanded awareness of your own Self.
A practice of regular meditation and journaling over a teaching semester identified four key themes. These themes span the personal inner experience and deepening spiritual awareness, through to the everyday professional practices and skills of a teacher. The themes acknowledge the mysterious and potent place of unknowing concealed deep within an individual; the experience of cultivating Self-awareness which leads to a unified perspective of others; and finally describes the ways in which this new awareness influences the teacher-student interaction, regarded in this study as the observable artefacts of the study. The study describes how a deepening awareness of oneself supports authentic development in one’s professional role as a teacher.
Although there are definite challenges to using a model of contemplative self-inquiry within an academic framework, there are clear benefits. This study can contribute to the development of new methodology that fully accepts the value of self-experience as a form of self-knowledge, and which aligns with contemplative or integrative teaching approaches
Emotional Labour in Early Childhood Education: A Labour of Love
No full textDespite a large body of international literature on emotional labour in various occupations, there is a paucity of research related to Early Childhood Education (ECE) teachers with not a single research study conducted in New Zealand. The purpose of this research thesis is to explore the role of emotional labour in the work of ECE teachers in Auckland. The research aims to understand how ECE teachers experience emotional labour in their work. A qualitative research methodology was applied to explore the research question and data collection was in the form of semi- structured interviews, narratives and reflections written by the ECE educators identified as participants in the study
Emotional labour in early childhood education: a labour of love
No full textDespite a large body of international literature on emotional labour in various occupations, there is a paucity of research related to Early Childhood Education (ECE) teachers with not a single research study conducted in New Zealand. The purpose of this research thesis is to explore the role of emotional labour in the work of ECE teachers in Auckland. The research aims to understand how ECE teachers experience emotional labour in their work. A qualitative research methodology was applied to explore the research question and data collection was in the form of semi- structured interviews, narratives and reflections written by the ECE educators identified as participants in the study
A narrative inquiry into the induction and mentoring experiences of overseas trained teachers in South Auckland special need schools
No full textThis is a qualitative study in which I have collected and interpreted data in narrative form. In this qualitative study, interviews were carried out with eight teachers who had been teaching in a South Auckland Special Needs School for 10 years between 2000 to 2010 who all had previously taught overseas. Research has shown that teacher induction programmes are crucial in supporting teachers as they move into the professions or to new contexts. It is critical to note that teaching is one of the few professions where, newly qualified professionals are required to assume full professional responsibilities from the day they enter the profession.
For teachers to thrive in their profession they need support from others which includes developing an understanding of the teaching process, administrative systems, and management of students’ behavioural issues along with growth in curriculum strategies. Induction and mentoring form a vital part of the introduction of new teachers into education, and there are no short cuts to this process.
New Zealand has historically depended on teachers from the United Kingdom to fill the gaps, but as we move into the 21st century, the supply of teachers is now from a much wider group of countries. This study investigated the induction and mentoring experiences of overseas trained teachers in South Auckland special need schools. While there is considerable research on experiences of beginning teachers’ induction and mentoring, especially in developed countries, very little research has been carried out focusing on overseas trained teacher moving from mainstream teaching to special needs teaching who has previously taught overseas
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
A Narrative Inquiry Into the Induction and Mentoring Experiences of Overseas Trained Teachers in South Auckland Special Need Schools
No full textThis is a qualitative study in which I have collected and interpreted data in narrative form. In this qualitative study, interviews were carried out with eight teachers who had been teaching in a South Auckland Special Needs School for 10 years between 2000 to 2010 who all had previously taught overseas. Research has shown that teacher induction programmes are crucial in supporting teachers as they move into the professions or to new contexts. It is critical to note that teaching is one of the few professions where, newly qualified professionals are required to assume full professional responsibilities from the day they enter the profession.
For teachers to thrive in their profession they need support from others which includes developing an understanding of the teaching process, administrative systems, and management of students’ behavioural issues along with growth in curriculum strategies. Induction and mentoring form a vital part of the introduction of new teachers into education, and there are no short cuts to this process.
New Zealand has historically depended on teachers from the United Kingdom to fill the gaps, but as we move into the 21st century, the supply of teachers is now from a much wider group of countries. This study investigated the induction and mentoring experiences of overseas trained teachers in South Auckland special need schools. While there is considerable research on experiences of beginning teachers’ induction and mentoring, especially in developed countries, very little research has been carried out focusing on overseas trained teacher moving from mainstream teaching to special needs teaching who has previously taught overseas
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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