ERIC Number: EJ1451000
Record Type: Journal
Publication Date: 2024
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0360-1277
EISSN: EISSN-1521-0472
Teacher Wellbeing in the Chinese Universities of the Third Age: An Elicited Metaphor Analysis
Educational Gerontology, v50 n12 p1137-1150 2024
This paper investigated teacher wellbeing in a rapidly expanding educational context of Universities of the Third Age in China. Based on the analysis of 48 metaphors innovatively elicited from 27 teacher participants, important cognitive, affective and social aspects of teaching and learning that configure teacher wellbeing have been outlined. It is argued that teaching is a cognitive development in which new knowledge, ways of teaching and understanding of self are progressively gained in the classrooms where students are often more senior and experienced. Teaching is also an emotional labor where passion, empathy, companionship and patience are crucial in facilitating successful later-life learning and aging. Furthermore, teaching realizes social functions, including but not limited to enlightening older adults, creating a synergized learning environment and fulfilling multiple social responsibilities as a good teacher, a cultural disseminator and a Chinese citizen. Findings suggest the need to understand these under-represented teachers for quality elderly education in the global trend of population aging.
Descriptors: Teacher Welfare, Foreign Countries, Figurative Language, Teaching (Occupation), Teacher Attitudes, Social Influences, Cognitive Processes, Teaching Methods, Learning Processes, Adult Education
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A