ABSTRACT

As a teacher educator, I sought to understand how to cultivate care ethics in my online teaching over a three-year period. Through surveys, student work, interviews, my course materials and teaching journal, and video-ed synchronous class sessions with seven cohorts of teacher candidates, the lenses of care ethics revealed particular challenges and possibilities for care with authentic modeling through story, practice and continuity, dialogue, and addressing power and confirmation in assessment. The self-study process helped me uncover my own assumptions to carve out better ways to cultivate caring relationships in the distanced and disembodied online environment.

摘要

作为一名教师，我试图在三年的在线教学中了解如何养成护理道德。通过调查，学生工作，面试，我的课程材料和教学杂志以及与七个班级的候选人进行的视频同步授课，护理伦理的视角揭示了通过故事，实践和连续性进行真实建模的护理的特殊挑战和可能性，对话，以及评估中的权力和确认。自学过程帮助我发现了自己的假设，以开辟出更好的方法来在遥远且无形的在线环境中培养关爱关系。