This study investigated primary, pre-service teachers' experiences regarding their caring role, and the barriers they face when caring for students. Thirteen Australian primary pre-service teachers were individually interviewed. Within a qualitative framework, transcripts were thematically analysed, alongside member checks. While results indicated highly individualised notions of care, common themes included difficulties in navigating the caring teacher role, the caring student-teacher relationship and gaps in training around notions of care. A continuum of care was identified, mediated by student and teacher factors as well as school location. This continuum provides a framework within which pre-service teachers might explore boundary issues.
& Reupert, A.
“There’s No Big Book on How to Care”: Primary Pre-Service Teachers’ Experiences of Caring.
Australian Journal of Teacher Education, 37(9).