‘Positive Education’: A Professional Learning Programme to Foster Teachers’ Resilience and Well-Being

Fernandes, Luísa; Gouveia, Maria João; Silva, José Castro; Peixoto, Francisco

doi:10.1007/978-981-15-5963-1_7

Cited by 11 publications

(9 citation statements)

References 44 publications

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“…Based on the results, it can be concluded that positive thinking education supports teachers’ general well-being and resilience. Fernandes et al (2021) emphasize that teacher training programs within the framework of positive thinking positively affect teacher well-being and resilience. In positive thinking training, the content was associated with daily life; teachers made self-evaluations, set minor goals based on these evaluations, and planned simple duties that they could perform accordingly.…”

Section: Discussionmentioning

confidence: 99%

Who? What? How? From a Standard Teacher Meeting to a Preschool Positive Thinking Project

Gür

Eser

2022

Sage Open

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This study was conducted as part of the project Art of Happiness: Positive Thinking in Preschool and Subjective Well-Being Project, a preventive psycho-educational project. The research was planned as an action study, structured with four interrelated studies. The first study was conducted qualitatively with 15 teachers. First, the data regarding the expectations and requirements of teachers were obtained, the evaluation process was conducted, and positive thinking training was tailored for teachers. In the second study, the teacher training process, having been designed in line with the first study was implemented and tested. The study was conducted with a sample group comprising 50 experimental and 50 control groups, while a quasi-experimental design with a pretest-posttest control group was employed. The third study refers to the planning and designing of the education intended for children in schools for positive thinking and well-being practices. In this context, a focus group discussion was held through the involvement of eight teachers. In the fourth study, the implementation process in schools was evaluated. This study included 80 children aged 5, 40 of whom were in the experimental group and 40 in the control group. The effect of positive thinking education delivered to children was evaluated through the pretest-posttest control group design. Also, the process evaluations of the teachers who educated the children in the experimental group were obtained through interviews. Educational programs for teachers and children were developed and implemented within the scope of the study, and significant findings were obtained for both preschool teachers and children. Besides positive thinking training, research findings indicated that planning the process through the active participation of teachers and their embracing the project contributed significantly to the meaningful learning outcomes.

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Section: Discussionmentioning

confidence: 99%

Who? What? How? From a Standard Teacher Meeting to a Preschool Positive Thinking Project

Gür

Eser

2022

Sage Open

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“…The methodology adopted in this article was that of a SLR of academic articles discussing M-level programs, with a specific focus on the design of Master's programs in Educational Sciences. From a general perspective, the study aimed to provide an overview of current practices in delivering M-level programs in Educational Sciences, recognizing teaching as a complex set of personal and social processes and practices (Fernandes et al, 2021).…”

Section: Methodsmentioning

confidence: 99%

“…The vital role of a high-quality teaching profession in raising standards and transforming educational outcomes is widely recognized (Fernandes et al, 2021;Roliak & Humeniuk, 2023). The university's purpose is not solely to prepare students for professional practice, but also to cultivate competent individuals capable of independent, critical, and creative thinking.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

A Systematic Literature Review on Improving Quality of Master Programs through (re)Designing Teacher Training

Dumitru,

Stan

2024

RREM

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Master’s education is dynamically evolving worldwide. As M-level programs play a crucial role in improving job prospects for university graduates, our review focused on how a well-designed master's program could train candidates to become proactive and goal-oriented learners as well as practitioner-teachers. The methodology employed in this study was a systematic literature review (SLR) of academic articles that centered on M-level programs. The literature search process involved several stages, including identifying relevant studies for thematic analysis, evaluating their quality, pinpointing patterns and significant results, and discussing the extent of consensus across the research questions posed. The total sample of this SLR comprised 81 studies. Three main typologies were prevalent: theoretical and qualitative studies (n=45), case studies or comparative case studies (n=18), empirical studies (n=14), and a mixed-method approach (n=4). The majority of articles suggested innovative perspectives on M-level program development and delivery (60.94%). Another significant portion of the studies (22.22%) presented experiences or comparative analyses of best practices in M-level programs. A smaller number (17.28%) involved presenting empirical data on the impact of master’s training on students’ satisfaction or their motivation to pursue a master’s program. Thematic analysis confirmed recurring themes on innovative approaches to (re)designing M-level programs and providing comprehensive data systematically, emphasizing the urgent need for universities to (re)design improved programs (also at the master's level) and services to meet the demands of the current and future labor market.

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“…Tra i fattori protettivi motivazionali, invece, vi è la formazione e l'auto-aggiornamento nella propria professione (Clarà, 2017;Daniilidou & Platsidou, 2018;Raider-Roth, Stieha, & Hensley, 2012): lo sviluppo di una vasta gamma di competenze e strategie, insieme alle conoscenze curricolari e pedagogiche, consente agli insegnanti di sentirsi meglio equipaggiati per affrontare le sfide del loro lavoro (Fernandes, Gouveia, Castro Silva, & Peixoto, 2020). Inoltre, la formazione determina la percezione di competenza dell'insegnante (Beltman et al, 2011;Hoy & Spero, 2005), che migliora il senso di autoefficacia e l'impegno degli insegnanti nell'insegnamento (Gu & Day, 2007;Tait, 2008).…”

Section: Insegnanti Resilienti Per Sopperire All'incertezzaunclassified

Emergency teaching compared: collaboration and technology training for resilience development in teachers

Pellizzer

Carli²,

Rossi³

2022

Form@re

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The aim of the present study is to reflect on the experiences of emergency didactics, distance education (DAD) and digitally integrated education (DDI), of primary school teachers on a regional scale (Veneto), in terms of resilience display. Several teachers answered an online questionnaire at two points in time: at the time of DaD (spring 2020 – N=494) and when DDI became more widespread (winter 2021-2022 – N=620). The participants showed resilience when facing the Covid-19 crisis: the school system resisted, albeit mostly by implementing traditional teaching set-ups, especially through DaD. Two protective factors for resilience were explored: collaboration and technological training. Their impact as protective factors on the development of teachers’ resilience proved not decisive, although slight improvements are noted between the two survey datasets. Didattiche emergenziali a confronto: collaborazione e formazione tecnologica per lo sviluppo di resilienza negli insegnanti. L’obiettivo del presente studio è quello di offrire una rilettura sulle esperienze di didattica emergenziale, Didattica a Distanza (DAD) e Didattica Digitale Integrata (DDI), vissute da insegnanti di scuola primaria su scala regionale (Veneto) in chiave di manifestazione di capacità di resilienza. Svariati insegnanti hanno risposto ad un questionario online in due momenti: al tempo della DaD (primavera 2020 – N=494) e quando la DDI si è diffusa maggiormente (inverno 2021-2022 – N=620). I partecipanti hanno manifestato capacità di resilienza di fronte alla crisi Covid-19: il sistema scuola è resistito, seppur implementando assetti didattici di tipo tradizionale, specie in DaD. Si sono approfonditi due fattori protettivi per la resilienza: la collaborazione e la formazione tecnologica. Rispetto al loro impatto sullo sviluppo delle capacità di resilienza degli insegnanti, sebbene si notino deboli miglioramenti tra le due rilevazioni, i dati mostrano che essi non possono essere considerati fattori protettivi particolarmente determinanti.

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‘Positive Education’: A Professional Learning Programme to Foster Teachers’ Resilience and Well-Being

Cited by 11 publications

References 44 publications

Who? What? How? From a Standard Teacher Meeting to a Preschool Positive Thinking Project

Who? What? How? From a Standard Teacher Meeting to a Preschool Positive Thinking Project

A Systematic Literature Review on Improving Quality of Master Programs through (re)Designing Teacher Training

Emergency teaching compared: collaboration and technology training for resilience development in teachers

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