Abstract
Care is one of the five core elements of invitational theory, and plays a central role in invitational education. In this conceptual paper, the author explores the link between care theory and invitational theory, highlights key elements of the care-theory dialogue, and reviews key research findings about the characteristics of caring teachers. Recognizing that care, itself, is far more complex than a simple checklist of caring behaviors might suggest, the author concludes by considering a number of implications for educational practice.
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