International Perspectives on Teacher Well-Being and Diversity

Portals into Innovative Classroom Practice
1. Auflage 2021
ISBN: 978-981-16-1701-0
Verlag: Springer Nature Singapore

Buch, Englisch, 209 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 359 g

Reihe: Understanding Teaching-Learning Practice

This book explores teacher well-being in light of the increasingly ethnically diverse profiles of schools and classrooms, focusing on socially and linguistically diverse teaching contexts. It draws attention to the socio-economic disadvantages that can often be characteristic of ethnically diverse classrooms, prior to examining and reviewing the interconnections between teacher well-being and the implementation of pedagogical processes in the classroom teaching and learning context. Teachers and academics alike report on and address the well-being-related needs of practising teachers.  
This book contributes to the emerging field of literature on teacher well-being and offers international perspectives on lessons learnt in socially diverse and multilingual teaching contexts. Accordingly, it offers a valuable resource for teacher educators, researchers, pre-service and in-service teachers, and policymakers.  

Zielgruppe

Research

Autoren/Hrsg.

Mannix-McNamara, Patricia

Murphy, Timothy R. N.

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Soziologie, Bildungssoziologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie

Inhaltsverzeichnis

1 Introduction: Perspectives on teacher well-being and diversity.- 2 Practitioner inquiry and action research for teacher well-being: Research strategies.- 3 Tackinling educational inequalities: Care, well-being and social justice.- 4 Strengthening capacity for teacher well-being and translanguaging: A case study of promoting teacher well-being and social justice in a South African primary school.- 5 The 'meaning' of teacher well-being in a Norwegian context.- 6 Building relations between professionals and parents-challenges and promising practices.- 7 Teacher well-being and diversity in socially diverse and multi-lingual teaching contexts: Perspectives from a DEIS secondary school in the mid-west of Ireland.- 8 Finding a place for teacher well-being in a multicultural and multilingual pre-school amd primary school context.- 9 Insights from socially diverse and multi-lingual classroom teaching contexts.

Über Autor(innen)

Dr. Timothy Murphy is a Lecturer in Educational Research and Policy at the School of Education, University of Limerick. He is a Graduate of Teachers College, Columbia University, New York and has researched and worked in a number of educational contexts, including England, the USA and Ireland. He has published widely in the field of education, on topics ranging from education policy and reform, to disadvantage in education, as well as on teacher pedagogical well-being.  The latter led to his participation in a three-year Erasmus+ EU project on Teacher Well-being and Diversity which provided the inspiration for this book. 

Professor Patricia Mannix-McNamara is head of the School of Education at the University of Limerick in Ireland. Her experience spans school leadership, systems leadership, organizational culture and climate, workplace wellbeing in education and organizational behaviours and she is widely published in these fields. She serves as an advisor to national bodies and has championed school health promotion for two decades.  She is the joint chair of the National Behaviour in Organisations Research Group (BORG) with her colleague Dr. Margaret Hodgins in the National University of Ireland Galway. Her motivation in this text is to place wellbeing, for both teachers and students, at the heart of teaching culture.