Promoting self-awareness of wellbeing in beginning teachers will contribute to their longevity and productivity. As the profession ages we are faced with the fact that many teachers are retiring, creating some shortages; increased numbers are leaving the profession prematurely; fewer applicants are entering teacher training; and some argue that the current workforce of teachers cannot relate to current students’ life worlds. For beginning teachers, this raises issues related to their wellbeing and ability to transition and cope, and also justifiably provides challenges and opportunities for school reform, leadership and curriculum renewal. Additionally, teachers must be able to ‘connect’ with children and young people if they are to make a difference in their learning, health and wellbeing. In this paper we argue that the retention of teachers is dependent on having a wellbeing strategy in place that clearly identifies inhibiting and enabling strategies. Beginning teachers need to be able to identify such strategies to remain well – for themselves and the future of our children and young people.

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The health of the teaching profession is essential for the innovation and productivity potential of our young people. Teachers are faced with preparing young people for an unknown future, with the reduction of manual tasks and an increased focus on people skills, problem-solving, and creative thinking. Teachers are critical in helping students achieve, belong, and develop socially and emotionally. But how well prepared are teachers and other school staff for shifting conditions, and how satisfied and productive are they? The reality is that many teachers, leaders, and school staff are struggling. Drawing on two research studies, this chapter explores experiences of staff wellbeing. Findings indicate that for young people to be well, to achieve at school, and to be prepared for the future, teachers must also be well. Strategies for supporting teacher wellbeing and implications for the future are discussed. A well-educated population is key to a nation’s prosperity, peace, and human flourishing.

Technology-Enhanced Learning (TEL) refers to situations in which technology is used to enhance the learners' experiences. This includes online learning, blended learning and other situations in which technology is used to enrich or extend place-based (on campus) teaching and learning. Although TEL is not associated with a particular pedagogical approach, it is often associated with the use of (a) active approaches to learning which involve both creation and use of rich multimedia digital resources, (b) purposefully designed learning tasks which employ technology to promote cognitive engagement with program content, (c) collaborative learning situations in which communication is mediated by technology, (d) the personalisation of learning experiences afforded by the use of flexible learning technologies, (e) improving learners' access to authentic learning and practice contexts with networked technologies, and (f) connecting learners with knowledgeable teachers, coaches, mentors and peers who can support learning.For many academics, the implementation of technology-enhanced learning (TEL) in university degree programs is associated with change, particularly changes to academic work. The suggested change is based on two prevalent assumptions in higher education (HE): first, that the dominant teaching model in HE is direct instruction --didactic, teacher driven and limited with respect to consideration of the particular needs of individual learners; and, second, that by its very nature, TEL represents an improvement over historically established university teaching, based on an emerging track record of learner-centric pedagogies and practices which focus on learners, their experiences and the way technology creates opportunities to cater to a variety of learner needs (see Hannafin & Land, 1997). Thus, a contrast has been created which pits the 'old' (or status quo) and all of the problems that may be associated with current higher education systems against the 'new', in which technology is meant to not only disrupt the status quo, but provide a number of solutions to cure the ills of a 'broken' higher education system which may be slow to change. While this contrast is both an oversimplification and a generalisation, it reflects aspects of current teacher education in Australian Journal of Teacher Education Vol 40, 7, July 2015 44Australia, which is the context from which this formative evaluation is drawn. For reasons both historical and pragmatic, teacher education has tended to favour in-person, face-to-face teaching and learning as the preferred mode of delivery in initial teacher education. This makes the implementation of flexible TEL in the context of initial teacher education particularly interesting as a case for the study of the change associated with the implementation of TEL. This article examines the notion of change associated with the implementation of TEL in one teacher education program in Australia. In this article, the relationship between the implementation of TEL and particular changes in organi...

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