TEACHING AS CARING RELATIONS: A CASE STUDY OF AN EXEMPLARY SECONDARY SPECIAL EDUCATION TEACHER

Abstract

ABSTRACT

Sandra Joy Washburn

TEACHING AS CARING RELATIONS: A CASE STUDY OF AN EXEMPLARY SECONDARY SPECIAL EDUCATION TEACHER

This interpretive case study examines the teaching practices and thoughts of a secondary special educator considered by many (teachers, administrators, students, university faculty, pre-service teachers) to be an exemplary teacher. During two years, the researcher spent an average of two days per week observing the public high school teacher, his students, and co-teaching partners in several general education math classes that included students with disabilities. During the second year of the study, the researcher also observed and worked with the teacher and his students in a Resource Class. The data included field notes, taped interviews, student course evaluations, teaching materials, and other artifacts.

The original research questions focused on instructional practices, co-teaching, student perceptions, teacher caring and relationships, and the development of community. The researcher systematically categorized multiple data types and sources to arrive at her categories and conclusions.

The study's findings show that caring teaching and pedagogical mastery are interdependent and that students perceive teacher competence at promoting students' academic engagement and success as demonstrable proof of caring teaching. The study also determines that this exemplary teacher perceived his role to extend beyond the teaching of subject matter content, that he felt obligated to promote the development of caring and responsible students who were knowledgeable about interpersonal relationships and dimensions of the self. By portraying a strong moral authority, displaying high levels of enthusiasm for teaching, students, and subject matter, forming close, caring, personal relationships with students, and consistently modeling expected behaviors, the teacher created a classroom climate that supported student engagement, effort, and success with academic and behavioral expectations. Finally, the findings show many benefits of the co-teaching model, and that students and teachers preferred co-teaching over solo-teaching.

The study aims to provide substantive content to the discussion of how best to engage low-achieving students, including students with disabilities, at the secondary level. Implications for teacher practice and teacher education are discussed.