Integration of Holistic Education with Pre-service Teacher Cultivation: Dimensional Analysis and Role Perceptions
DOI:
https://doi.org/10.5281/zenodo.10897090Keywords:
Holistic Education, PST Education, Holistic Teacher, Role PerceptionsAbstract
Purpose: The study aims to explore the integration of holistic education principles with pre-service teacher (PST) education, focusing on the significant impact of holistic education on students' comprehensive development and the contrast between holistic teachers and traditional teaching roles to improve PST education.
Methodology: Through a literature review method, the research systematically reviews and synthesizes existing literature on holistic education and its integration with PST education, building a comprehensive understanding of the core dimensions of holistic education and the multifaceted roles of holistic teachers.
Findings: The research identifies five core dimensions of holistic education: intelligence and cognition, physical and mental health, socio-emotional, ethical and moral, and spiritual cultivation. It highlights the multiple roles of holistic teachers, such as life mentors, project collaborators, emotional supporters, and learning partners, emphasizing their unique value in promoting students' comprehensive development.
Implications: The study underscores the urgent need to integrate holistic education principles into PST education to prepare future educators capable of meeting both the academic and comprehensive developmental needs of students. By advocating for the cultivation of future holistic teachers, the research offers valuable insights into educational reform, aiming to provide K-12 students with a richer, more balanced, and meaningful educational experience.
References
Ahmed, A., Arshad, M. A., Mahmood, A., & Akhtar, S. (2016). Holistic Human Resource Development: Balancing the Equation through the Inclusion of Spiritual Quotient. Journal of Human Values, 22(3), 165-179. https://doi.org/10.1177/0971685816650573
Albareda-Tiana, S., Vidal-Raméntol, S., Pujol-Valls, M., & Fernández-Morilla, M. (2018). Holistic approaches to develop sustainability and research competencies in pre-service teacher training. Sustainability, 10(10), 3698. https://doi.org/10.3390/su10103698
Atoum, A., & Al-Shoboul, R. A. (2018). Emotional support and its relationship to Emotional intelligence. Advances in Social Sciences Research Journal, 5(1). https://doi.org/10.14738/assrj.51.4095
Berkovich, I., & Eyal, O. (2018). Principals’ emotional support and teachers’ emotional reframing: The mediating role of principals’ supportive communication strategies. Psychology in the Schools, 55(7), 867–879. https://doi.org/10.1002/pits.22130
Bhardwaj, A. (2016). Importance of education in human life: A holistic approach. International Journal of Science and Consciousness, 2(2), 23-28.
Chen, W. W. (2011). The "life mentor" of students - On the role orientation of ideological and political teachers in higher vocational colleges. Educational Materials, (25), 229-230.
Cheng, H. B. (2018). Reflections on strategies for teacher team building. China Teacher, 3(7).
Dai, B. B. (1982). Humanist Erasmus. Educational Research and Experiment, 2.
Florêncio-Wain, A. J. (2021). Holistic Education: The Paradigm Shift You Have Been Looking
For–Foundations of Whole Student Education K-12. In Multifaceted Strategies for Social-Emotional
Learning and Whole Learner Education(pp. 1-24). IGI Global.
Fullan, M. (2013). Commentary: The New Pedagogy: Students and teachers as learning partners. LEARNing Landscapes, 6(2), 23–29. https://doi.org/10.36510/learnland.v6i2.601
Gardner, F. (2011). Critical spirituality: a holistic approach to contemporary practice.
https://www.amazon.com/Critical-Spirituality-Holistic-Approach-Contemporary/dp/1409427943
Groundwater-Smith, S., & Mockler, N. (2013). From lesson study to learning study: Side-by-side professional learning in the classroom. In Connecting Inquiry and Professional Learning in Education(pp. 166-178). Routledge. https://doi.org/10.4324/9780203609453-19
Gu, J. J. (2018). Modern dimension of technology and its educational value. Journal of East China Normal University (Educational Sciences), 36(6), 1-18.
Jeder, D. (2014). Transdisciplinarity – The Advantage of a Holistic Approach to Life. Procedia - Social and Behavioral Sciences, 137, 127–131. https://doi.org/10.1016/j.sbspro.2014.05.264
Jesson, J., Matheson, L., & Lacey, F. M. (2011). Doing your literature review: Traditional and systematic techniques. SAGE.
Kaliannan, M., & Chandran, S. D. (2010). Education in human values (EHV): Alternative approach for a holistic teaching. Educational Research Review, 5(12), 802–807. https://doi.org/10.5897/err.9000112
Kaur, A. (2020). Students as partners: Challenges and opportunities in the Asian context. International Journal for Students as Partners, 4(2), 145-149.
Lai, M. D. (2002). Discussion and implementation of holistic education. Journal of Hebei University of Science and Technology (Social Science Edition), 2(002), 6-8.
Li, Z. C. (2020). Challenges faced in the development process of university student unions and analysis of solutions. Next Generation, (1), 1.
Lindqvist, H., Weurlander, M., Barman, L., Wernerson, A., & Thornberg, R. (2023). Work-based learning partnerships: mentor-teachers’ perceptions of student teachers’ challenges. Educational Research, 65(3), 392-407.
Luo, J. Z. (2020). Emphasizing morality in education - The significance of moral education in junior high school moral and law teaching. Middle School Curriculum Guidance (Teaching Research), 000(035), 58.
Mahmoudi, S., Jafari, E., Nasrabadi, H. A., & Liaghatdar, M. J. (2012). Holistic education: an approach for 21 century. International Education Studies, 5(3). https://doi.org/10.5539/ies.v5n3p178
Miao, J., Chang, J., & Ma, L. (2022). Teacher–student interaction, student–student interaction and social presence: their impacts on learning engagement in online learning environments. The Journal of Genetic Psychology, 183(6), 514-526.
Miller, J. (2009). Holistic education: Learning for an interconnected world. Education for sustainability, 1, 290-308.
Miller, J. P., Nigh, K., Binder, M. J., Novak, B., & Crowell, S. (Eds.). (2018). International handbook of holistic education. Routledge.
Miller, R. (1993). Holistic Education in the United States: A ‘New Paradigm’or a Cultural Struggle. Holistic Education Review, 6(4), 12-19.
Miller, R. (2002). Free schools, free people: education and democracy after the 1960s. In State University of New York eBooks. https://ci.nii.ac.jp/ncid/BA58516181
Miller, R. (2016). What Are Schools For?: Holistic Education in American Culture. https://great-ideas.org
/SchoolsSample.pdf
Ren, C. S. (2005). Inquiry-based learning: 18 principles. Fujian Education Publishing House.
Rowe, H., Holton, S., & Fisher, J. (2013). Postpartum emotional support: a qualitative study of women’s and men’s anticipated needs and preferred sources. Australian Journal of Primary Health, 19(1), 46. https://doi.org/10.1071/py11117
?entürk, C., & Ba?, G. (2021). Investigating the relationship between teachers’ teaching beliefs and their affinity for lifelong learning: The mediating role of change tendencies. International Review of Education, 67(5), 659-686.
Shi, T. F., & Li, P. L. (2012). Insights from the "holistic development" educational philosophy for vocational quality education in higher vocational colleges. Journal of Nanning Vocational and Technical College, (2), 3.
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333-339.
Torraco, R. J. (2016). Writing integrative literature reviews: Using the past and present to explore the future. Human Resource Development Review, 15(4), 404-428.
Wen, H., & Peng, Z. M. (2021). The most educational aesthetic experience: Based on Dewey's aesthetic thought. Educational Science, 37(5), 12.
Wong, P. T. P. (2013). Toward a Dual-Systems model of what makes life worth living. In Routledge eBooks (pp. 49–68). https://doi.org/10.4324/9780203146286-10
Wu, H. Z. (2014). The Socratic model of critical thinking. Journal of Yan'an University (Social Science Edition), 36(1).
Wu, S. Q., & He, Y. M. (2007). Pursuing the role of life mentor: An essential path for the construction of counselor teams. Research on Ideological Education, (12), 36-37.
Wu, Y. (2009). Talent cultivation in university-industry-research cooperation education under the holistic education concept. Journal of Hubei Second Normal University, 26(7), 3.
Xie, A. B., & Zhang, D. H. (2007). The origin and thought path of holistic education. Global
Education Outlook, 36(11), 48-52.
Yang, X. X. (2015). Teacher trainers should shift from "tool people" to "purpose people". Journal of Hunan Mass Media Vocational Technical College, (5), 3.
Yang, Y. H. (2010). Holistic education: A perspective on nurturing comprehensively developed individuals. China Higher Education, (12), 64.
Ye, F. (2014). The role of "transformative intellectuals" teachers in civic education. Nanjing Social Sciences, 9.
Yu, J. Y. (2011). Aristotle's ethics. China Renmin University Press.
Yu, W. J. (2009). Cultivating the cultural soil of fairness and justice. Chinese Social Sciences, 1(5).
Yuan, L. S., Liu, W., & Li, Y. H. (2005). Discussing the transformation of the teacher's role from a post-modern perspective. Journal of Nanchang Institute of Technology, 20(6), 40-42.
Zhao, R. H., Sun, J. L., & Hu, S. X. (2022). Research on the "five-fold education" of college students in universities. New Generation: Theory Edition, (4), 0094-0096.
Zheng, R. L., & Yuan, W. (2018). Characteristics of teacher-student relationships in Republic of China church universities and their contemporary implications. Journal of Hebei Normal University (Educational Science Edition), 20(1), 38-43.
