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Lookup NU author(s): Professor Caroline Walker-Gleaves
This is the authors' accepted manuscript of an article that has been published in its final definitive form by Springer, 2022.
For re-use rights please refer to the publisher's terms and conditions.
This paper addresses university teachers’ conceptions and articulation of teacher care as informed by their teaching practice within the Hong Kong university context. The research is predicated upon the perspectives of caring university teachers identified through a systematic process of reputational-case selection, and their narrations analyzed by thematic analysis. Three overarching themes, ‘Humanitarian Caring Whole-person Education’, ‘Student-centred Caring Teaching’ and ‘Invisible Caring Acts’, were identified. Based on the overarching themes, we propose a model of ‘Caring Pedagogy of Student-centredness and Invisible Care’. This study contributes to enriching the existing literature on teacher care and caring pedagogy from university teachers’ perspectives. We advocate the integration of care into pedagogy, whilst university administrators could provide more institutional support for practising caring pedagogy for the benefits of our students.
Author(s): Tang A, Walker-Gleaves C
Publication type: Article
Publication status: Published
Journal: Higher Education
Year: 2022
Volume: 83
Pages: 503-526
Print publication date: 01/03/2022
Online publication date: 11/01/2021
Acceptance date: 18/12/2020
Date deposited: 03/01/2021
ISSN (print): 0018-1560
ISSN (electronic): 1573-174X
Publisher: Springer
URL: https://doi.org/10.1007/s10734-020-00675-3
DOI: 10.1007/s10734-020-00675-3
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