International Perspectives on Teacher Well-Being and Diversity

Beschreibung

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.  
“One of thestrengths of this book is the way in which the authors put the messages they have for teachers, school heads and policy makers into practice themselves. This book developed from an international project funded by the European Commission. Through the diversity of project partners, the project itself was based on the value of diversity – not only within Europe, but also including South Africa as a partner that is characterized – maybe even more than Europe- by diversity. This results in messages that transcend local contexts, and can be inspirational for a variety of education systems."                — Professor Marco Snoek, Amsterdam University of Applied Sciences, the Netherlands

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.  

Explores teacher well-being in the context of social and linguistic diversity Addresses the well-being-related needs of practising teachers Offers international perspectives on lessons learnt regarding teacher well-being in socially diverse and multilingual teaching contexts

Autor*in

Timothy R. N. Murphy

Themen in »International Perspectives on Teacher Well-Being and Diversity«

teacher well-being promoting teacher well-being pedagogical effectiveness of teachers in diverse contexts ethnic diversity in schools and classrooms socio-economic disadvantages in classrooms social justice and education enhancing teaching and learning experiences of classroom pupils core processes of teachers' work pedagogical well-being classroom practitioner enquiries and teacher well-being wholistic wellbeing learning and instruction

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“One of the strengths of this book is the way in which the authors put the messages they have for teachers, school heads and policy makers into practice themselves. This book developed from an international project funded by the European Commission. Through the diversity of project partners, the project itself was based on the value of diversity – not only within Europe, but also including South Africa as a partner that is characterized – maybe even more than Europe- by diversity. This results in messages that transcend local contexts, and can be inspirational for a variety of education systems." — Professor Marco Snoek, Amsterdam University of Applied Sciences, the Netherlands
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