ERIC Number: EJ1454691
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1099-839X
Recognizing Teacher Well-Being as Essential for Professional Development: Lessons Learned from Collaborating with Teachers at a Private Tutoring Center in China
Current Issues in Education, v25 n2 2024
Many educators are required to further their knowledge and skills through professional development initiatives. These programs are affected by numerous elements. A crucial but often overlooked factor is the well-being of teachers. This qualitative case study explores how acknowledging the well-being of two participants and addressing their needs influenced their involvement in a professional development initiative. These educators worked on developing their pedagogical knowledge and practices related to reading instruction for students learning English as a foreign language. Recognizing these participants' well-being necessitated being cognizant of whether they were in a healthy place. This awareness emerged from direct observations of lessons, interviews with teachers, and the journey maps they created and narrated. The participants voiced concerns about how to engage with this program independently. They also had to contend with contextual factors that regulated how they responded to and progressed through this program. Appreciating these aspects of their affective states led to a calibrated approach to support and guidance based on the unique needs of each participant. When they received assistance tailored to their needs, these teachers were better positioned to benefit.
Descriptors: Foreign Countries, Teacher Welfare, Faculty Development, Case Studies, English (Second Language), Language Teachers, Reading Instruction, Tutors
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: https://cie.asu.edu/ojs/index.php/cieatasu
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A