SELF-COMPASSION IN A PEDAGOGICAL PARTNERSHIP PROGRAM
Hilla Cohen, Yehudit Salfati , Sofia Ben-Yair
Strony: 148-157
Opublikowano: 26 Oct 2024
DOI: 10.62991/EA1996459322
Wyświetlenia: 756
Pobrania: 67
Streszczenie: This case study is based on the phenomenological-qualitative paradigm. The study aims to examine how self-compassion may be reflected in lecturers' experiences in a pedagogical partnership program (PPP) at an academic college of education. A pedagogical partnership program focuses on learning-teaching processes between faculty and students at academies. The participants in this research were three lecturers at Kaye Academic College of Education. Our research tools included documenting dialogues held between students and lecturers at the end of each lesson, and reflective diaries written by each lecturer. The data were analyzed using a qualitative content analysis method based on open content analysis. The analysis connected to the self-compassion for its various components. Institutions of higher education that operate pedagogical partnership programs may consider incorporating compassion practices into their programs. They may greatly benefit all partners in both personal and professional respects.
Słowa kluczowe: self-compassion, pedagogical partnership program, self-kindness, mindfulness, higher education
Cytowanie artykułu: Hilla Cohen, Yehudit Salfati , Sofia Ben-Yair. SELF-COMPASSION IN A PEDAGOGICAL PARTNERSHIP PROGRAM. Journal of International Scientific Publications: Educational Alternatives 22, 148-157 (2024). https://doi.org/10.62991/EA1996459322
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