Implementing a Holistic Approach to Education: Lessons Learnt From Latvian “Heart” Teachers’ Narratives

IF 1.6 Q2 SOCIAL SCIENCES, INTERDISCIPLINARY
S. Surikova, Anna Sidorova
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Abstract

Aim. Recent studies have stressed that education transformation can be efficiently achieved by introducing a holistic approach, embedding a culture of teaching and learning for wholeness that espouses the holism of human beings and the world. A qualitative multiple study was performed to analyse Latvian “heart” teachers’ narratives about themselves and their significant life experiences to identify their dominant approaches to life and work at school to answer the following research questions: What do the narratives of the seven Latvian “heart” teachers reveal about themselves and their approaches to life and work at school and the contributions of the participants’ significant life experiences to their approaches? Are Latvian “heart” teachers’ approaches holistic or not? Methods. The research data encompasses seven cases based on semi-structured interviews with Latvian teachers nominated by their colleagues, students and/or parents to participate in the campaign HeartTeacher in the academic year 2021/2022. Qualitative data were processed and analysed using the QSR NVivo 12 software. Results. Implementing a holistic approach to education is evident in the Latvian “heart” teachers’ professional practices. In all seven cases, evidence was found about providing a welcoming environment to all, reflecting on the interdependence of things and focusing on multiple connections as well as being an equal learning partner of others. However, a holistic approach to personal life is not sufficiently evident among the experienced “heart” teachers. By contrast, the novice “heart” teachers’ approaches to personal life are perceived as more holistic. Conclusion. A whole (holistic) teacher implements the holistic approach both in their professional and personal lives, not only caring for others but also for themselves, thereby achieving balance. A whole (holistic) teacher’s life philosophy is based on the principles of wholeness, inclusion, connectedness, and balance among the different aspects of life.
实施全人教育:从拉脱维亚 "爱心 "教师的讲述中汲取的经验教训
目的最近的研究强调,教育改革可以通过引入一种整体方法来有效实现,即嵌入一种支持人类和世界整体性的整体教学文化。我们开展了一项多重定性研究,分析拉脱维亚 "有心 "教师对自身及其重要人生经历的叙述,以确定他们在学校生活和工作中的主导方法,从而回答以下研究问题:七名拉脱维亚 "有心 "教师的叙述揭示了他们自己及其对待学校生活和工作的态度,以及参与者的重要生活经历对其态度的影响?拉脱维亚 "心灵 "教师的方法是否具有整体性?研究数据包括七个案例,基于对拉脱维亚教师的半结构式访谈,这些教师是由其同事、学生和/或家长提名参加 2021/2022 学年的 "心 "教师活动的。定性数据使用 QSR NVivo 12 软件进行处理和分析。在拉脱维亚 "爱心 "教师的专业实践中,实施全人教育是显而易见的。在所有七个案例中,都发现了为所有人提供一个受欢迎的环境、反思事物之间的相互依存关系、关注多重联系以及成为他人平等学习伙伴的证据。然而,在经验丰富的 "有心 "教师中,个人生活的整体性还不够明显。相比之下,新手 "全心 "教师的个人生活方式被认为更加全面。全人(全心)教师在其职业和个人生活中都贯彻全人方法,不仅关心他人,也关心自 己,从而达到平衡。全人(整体)教师的人生哲学建立在整体、包容、联系和生活各方面平衡的原则之上。
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来源期刊
Journal of Education Culture and Society
Journal of Education Culture and Society SOCIAL SCIENCES, INTERDISCIPLINARY-
CiteScore
1.60
自引率
27.30%
发文量
75
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