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QJOE 2019, 35(3): 9-34 Back to browse issues page
A Framework for Compassion-Based Teaching
S.S. Moosaviyaan, E. Talaa’ee, Ph.D., H. Fardaanesh, Ph.D., A. Bakhtiyaari, Ph.D.
Abstract:   (2709 Views)
To present a framework for compassionate teaching, the views of teachers and students on the topic were sought. These informants were chosen from among their corresponding populations in Tehran, using the snowball and mixed methods. Semi-structured interviews were used to gather the needed data. To analyze the data open coding and descriptive categorization were utilized. Results show that from the teachers’ perspective the design of compassion-based teaching has two general methods: one that emphasizes cooperation and student-centeredness, while the other is goal-oriented and emphasizes lack of flexibility and unnecessary designing. In students’ view, teacher’s bi-dimensional role is separated from that of the student. The moral dimension includes flexibility, being conscientious, motivated, and law-oriented, while the skill dimension includes skills like planning, teaching, managing, and being knowledgeable. Students’ role emphasizes cooperation, motivation, learning and good performance, discipline, and hard work. Based on these findings, a four layer framework for compassion-based teaching is presented.
Keywords: phenomenology, instructional design, compassion-based teaching, compassion
Full-Text [PDF 897 kb]   (1076 Downloads)    
Type of Study: Research | Subject: Special
Received: 2018/05/20 | Accepted: 2018/09/17 | Published: 2019/12/20
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Moosaviyaan S, Talaa’ee, Ph.D. E, Fardaanesh, Ph.D. H, Bakhtiyaari, Ph.D. A. A Framework for Compassion-Based Teaching. QJOE. 2019; 35 (3) :9-34
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Volume 35, Issue 3 (12-2019) Back to browse issues page
فصلنامه تعلیم و تربیت Quarterly Journal of Education
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