Facilitation of Student Resilience through Educator Development of Critical Conscience

Autor/in	Rochester, Pamela R.
Titel	Facilitation of Student Resilience through Educator Development of Critical Conscience
Quelle	In: European Journal of Educational Sciences, (2019), S.130-138 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1857-6036
Schlagwörter	Resilience (Psychology); Critical Theory; Consciousness Raising; Trauma; Advocacy; Preservice Teachers; Experiential Learning; Graduate Study; Teacher Education; World Views; Cultural Awareness; At Risk Persons; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Kritische Theorie; Bewusstseinsbildung; Sozialanwaltschaft; Experiental learning; Erfahrungsorientiertes Lernen; Aufbaustudium; Graduiertenstudium; Hauptstudium; Lehrerausbildung; Lehrerbildung; World view; Weltanschauung; Cultural identity; Kulturelle Identität; Risikogruppe; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Exposure to chronic trauma such as lifestyles of poverty, events of natural disaster, and acts of violence on individuals or groups continues to happen for educators and their students -- if not via personal experience, via media-informed awareness. Critical conscience as increased awareness, understanding, and desire for advocacy is increased through experiential learning of pre-service educators as they engage in the lives of student populations they serve. A graduate course in work with multicultural populations routinely includes immersion experiences of pre-service educators in a population of students they teach and other than their own population. Selected student experiences and subsequent reflections were examined for results with relevance to application in amelioration of risks and promotion of resilience with chronic trauma. The study resulted in student reports of increased critical conscience. Based on literature reviews for the study, this enhanced critical conscience contributes to educator preparation for greater efficacy with intervention for amelioration of trauma impact and promotion of resilience development with future students whom they will teach. (As Provided).
Anmerkungen	European Scientific Institute. International Relation Office, St. 203, No.1, 2300 Kocani, Republic of Macedonia. e-mail: contat@ejes.eu; Web site: http://ejes.eu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01