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| Teachers' roles in life education: a perspective based on developmental model of youth mentoring relationship |
| ZHAO Jialin1, XU Zhening2, SHEN Xiaodan3 |
| 1.Department of Sociology, College of Humanlities and Communications, Shanghai Normal University, Shanghai 200234, China; 2.Institute of Sociology, Shanghai Academy of Social Sciences, Shanghai 200020, China; 3.Communist Youth League Shanghai Jiao Tong University Committee, Shanghai 200240, China |
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Abstract Life education has been researched and implemented in China for over 20 years. Yet there are few discussions on teachers' roles in life education and their specific influences on the students. With a review of the current literature on life education, this paper builds upon Rhodes' developmental model of youth mentoring relationship, and discusses the key roles of teachers in life education, including “mate”,“guide”, and “model”, which may have positive effects on students' social and emotional competency, cognitive abilities, and the development of their self-identity, respectively. The paper also suggests potential paths towards the three roles, including mentor-mentee companionship, experiential teaching and learning, and the growth of self-identity via finding “life mentors”.
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