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https://hdl.handle.net/2440/129476
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Type: | Book chapter |
Title: | Responding to teacher quality through an evidence-based wellbeing framework for initial teacher education |
Author: | White, M. McCallum, F. |
Citation: | Teacher Education in Globalised Times: Local Responses in Action, 2020 / Fox, J., Alexander, C., Apsland, T. (ed./s), Ch.7, pp.115-137 |
Publisher: | Springer |
Publisher Place: | Singapore |
Issue Date: | 2020 |
ISBN: | 981154123X 9789811541230 |
Editor: | Fox, J. Alexander, C. Apsland, T. |
Statement of Responsibility: | Mathew A. White and Faye McCallum |
Abstract: | The OECD reports that 99 per cent of teachers believe that student wellbeing is important. However, pre-service teachers are challenged as they enter the teaching profession, as many do not associate discipline-specific learning and teaching with wellbeing and they are not well equipped with strategies to influence belonging and engagement. We ask, how can initial teacher education programs integrate an evidence-informed wellbeing framework in pre-service teachers’ education as a response to global issues? Rather than focusing on the content of a wellbeing framework, or the pre-service teacher wellbeing this chapter outlines the process to create an evidence-informed wellbeing framework in pre-service teachers’ education. We argue for a two-step method, Stage 1 – Appreciative inquiry process – at the strategic level and Stage 2 - Carpe Diem process – at the program level. The purpose is to develop meaningful connections between wellbeing topics, points of discussion with pre-service teachers, and links to the Australian Professional Standards for Teachers. |
Rights: | © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2020 |
DOI: | 10.1007/978-981-15-4124-7_7 |
Published version: | https://www.springer.com/gp/book/9789811541230#aboutBook |
Appears in Collections: | Aurora harvest 8 Education publications |
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