Building and Sustaining a Teaching Career

Lemon, Narelle; McDonough, Sharon

doi:10.1017/9781108642095

Cited by 4 publications

(6 citation statements)

References 121 publications

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“…This is where pre-service teachers can authentically develop professionally. This is also a time where stress levels rise (Lemon & McDonough, 2020 ). Pre-service teachers are commonly still negotiating university class expectations and requirements, being assessed for professional experience and are also navigating all other areas in their personal life—part time work, family, caring responsibilities, home duties, caring for children, investing in relationships, maintaining links with friends and/or travel.…”

Section: Locating Self-care and Wellbeing Discussion In Initial Teacher Educationmentioning

confidence: 99%

“…We know teaching is a stressful career, and it is important that educators look after themselves by focusing on their wellbeing to provide the best learning experience for their students (Turner and Thielking, 2019 ). We also know that pre-service teachers’ stress levels rise especially in relation to the time spent in schools during their studies (Lemon and McDonough, 2020 ). Lines of a shared collective stress reveal these complexities and most importantly the layers of lived experiences that are encountered and negotiated.…”

Section: Lines Of a Shared Collective Stressmentioning

confidence: 99%

“…Conversations about self-care and wellbeing are worthy of our attention as initial teacher educators with and for pre-service teachers (Lemon and McDonough, 2020 ). The pre-service teachers and I engaged in hard conversations; they reflected honestly and with a rawness that when their words are presented collectively through poetry illuminate a complexity that is often unsaid, hidden and evaded.…”

Section: The Need For Conversations About Self-care and Wellbeing Is Still Requiredmentioning

confidence: 99%

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Wellbeing in initial teacher education: using poetic representation to examine pre-service teachers’ understanding of their self-care needs

Lemon

2021

Cult Stud of Sci Educ

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Creating psychologically safe spaces for pre-service teachers to talk about their hopes, dreams and tensions of becoming teachers is complex work that requires teacher educators to engage with a range of pedagogical practices. A teacher educator must consider how they create this safe space, offering opportunity for vulnerabilities to be revealed. But a teacher educator must also be vulnerable them self; with an awareness for not always knowing what one will be told, will hear or will see. I argue that a mindfulness practice supports being grounded and an ability to hold the space for pre-service teachers as they explore their wellbeing and thus develop, grow, maintain and protect their self-care. In this paper, I draw on reflective and goal setting data to examine pre-service teachers’ understandings of their own wellbeing and self-care needs. I use poetic representation to illuminate practices that provide insight into what resources are drawn upon, and what concerns pre-service teachers have as they prepare for their last professional experience placement before graduation. Poetic representation of data provides opportunity to connect with the experiences of pre-service teachers and reveals where there are gaps that can provide us opportunities to consider where we locate pre-service teacher wellbeing in initial teacher education.

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Section: Locating Self-care and Wellbeing Discussion In Initial Teacher Educationmentioning

confidence: 99%

Section: Lines Of a Shared Collective Stressmentioning

confidence: 99%

Section: The Need For Conversations About Self-care and Wellbeing Is Still Requiredmentioning

confidence: 99%

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Wellbeing in initial teacher education: using poetic representation to examine pre-service teachers’ understanding of their self-care needs

Lemon

2021

Cult Stud of Sci Educ

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“…Research findings consistently highlight the significant impact of teachers' personal wellbeing and satisfaction on various aspects of their profession and dayto-day experience. This includes their teaching practices, decisions regarding their career longevity, and, crucially, the learning outcomes and achievements of their students (Beltman et al, 2011;Lemon, 2021;Lemon & McDonough, 2020, 2023Mansfield, 2020;Turner & Thielking, 2019a). Teacher stress can lead to reduced wellbeing, burnout and emotional exhaustion (Herman et al, 2018), and has been associated with lower levels of self-efficacy, accomplishment, job satisfaction, and attrition (Longmuir et al, 2022;Zee & Kooman, 2016).…”

Section: Setting the Scene: Wellbeing And Teachersmentioning

confidence: 99%

Unravelling the wellbeing needs of Australian teachers: a qualitative inquiry

Lemon,

Turner

2024

Aust. Educ. Res.

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The declining wellbeing of Australian teachers is a longstanding problem, with much attention on retention, stress, burnout, and poor resourcing and conditions that impact wellbeing. Additionally, the COVID-19 pandemic has further illuminated these challenges. This qualitative study aimed to explore Australian teachers’ perceptions of their wellbeing needs with a focus on asking the questions that are often not asked—what is working, what are we learning, and how can we move forward to support teacher wellbeing? The voices of teachers revealed findings that support a much-needed shift in teacher wellbeing rhetoric in Australia. We illuminate five key areas that influence teacher and sector perceptions of wellbeing: (1) school leadership, (2) professional development, (3) workload and work-life balance, (4) relationships, and (5) stress, positive emotions, and accomplishment. These findings contribute to the need for a change in how teacher wellbeing is approached and highlight the possible implications of what is working, needs, barriers, and insights for preservice teacher education and professional development of teachers.

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“…Each professional experience unit of study incorporates content from Building and Sustaining a Teaching Career Strategies for Professional Experience, Wellbeing and Mindful Practice [22]. The text is used to explicitly teach PSTs principles of wellbeing and self-care.…”

Section: A Reflexive Pedagogical Approach To Support Wellbeingmentioning

confidence: 99%

Enacting Remote and Flexible Learning Placements during a Global Pandemic—A Case Report

O’Brien

2023

Sustainability

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The global pandemic significantly affected teacher training programs, specifically professional experience in schools. The past two years of teacher education have necessitated the innovation and adaption of traditional programs to ensure pre-service teachers’ preparation and readiness to enter schools as graduates in Australia. This case report explores the creation and implementation of three innovations that were used to support pre-service teachers who undertook a remote and flexible learning placement due to school closures. The report presents the process implemented to best support the pre-service teachers and school mentors to deal with the disruption to professional experience caused.

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Building and Sustaining a Teaching Career

Cited by 4 publications

References 121 publications

Wellbeing in initial teacher education: using poetic representation to examine pre-service teachers’ understanding of their self-care needs

Wellbeing in initial teacher education: using poetic representation to examine pre-service teachers’ understanding of their self-care needs

Unravelling the wellbeing needs of Australian teachers: a qualitative inquiry

Enacting Remote and Flexible Learning Placements during a Global Pandemic—A Case Report

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