Presence in teaching

By Carol Rodgers, Miriam Raider-Roth. 2006

356 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/03e3b5deacc883a3ffd03d07020090978176d0a9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. F. Korthagen
2. A. Hoekstra
3. Christopher W. Day
4. Paulien C. Meijer
5. Emese Bukor

In Education

1. F. Korthagen
2. A. Hoekstra
3. Christopher W. Day
4. Paulien C. Meijer
5. A. Vasalos
6. Maria Ruohotie-Lyhty
7. Tuija Ukskoski
8. Johanna Kainulainen

In Human Factors and Ergonomics

1. A. Vasalos
2. A. Hoekstra
3. F. Korthagen
4. Paulien C. Meijer
5. Christopher W. Day
6. Geert Kelchtermans

Citations in the corpus

• Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning (2011, background): “The concept of mindfulness originates from Buddhism but is significantly influencing Western psychology (KabatZinn, 1990; Weinstein, Brown, & Ryan, 2009) and education (Meijer et al., 2009; Rodgers & Raider-Roth, 2006).”
• Supporting presence in teacher education: The connection between the personal and professional aspects of teaching (2009, background): “Rodgers and Raider-Roth (2006) elaborate on this and note that ‘integrity’ here means an integration of the self and the subsequent strengths that result.”
• Meaningful learning in teacher education (2018, background): “As a result, moral, emotional and relational dimensions as well as research orientation have also been highlighted in teachers’ professional development (Kubanyiova & Crookes, 2016; Munthe & Rogne, 2015; Rodgers & Raider-Roth, 2006).”
• ‘It’s more than care’: early childhood educators’ concepts of professionalism (2013, background): “Overall, the 25 participants demonstrated a high level of self-awareness in describing the attributes they possessed, and as Rodgers and Raider-Roth ( 2006 ) suggest, these educators appeared to demonstrate some aspect of presence; presence as connection to self, presence as connection to students, ”
• New Lives of Teachers (2010, background): “This journey of the personal and the professional in the here and now of teaching is what Csikszentmihalyi (1990) calls ‘flow’ and Rodgers and Raider-Roth (2006) term ‘presence’: Presence from the teacher’s point of view is the experience of bringing one’s whole self to full attention so as to…”