The teacher educator’s role in promoting institutional versus individual teacher well-being

Readiness to Implement School-Based Social-Emotional Learning Interventions: Using Research on Factors Related to Implementation to Maximize Quality

“…As part of preliminary data collection for a year-long, mindfulnessbased course at the University of Pittsburgh (Attentional Teaching Practices; ATP), findings indicated that preservice teachers with greater trait mindfulness felt greater general capacity to begin teaching in high schools in the following year (Wanless et al 2014). This finding combined with other ongoing research on preservice teacher education and mindfulness suggests that focusing on the teachers on social and emotional skills may offer another vehicle for increasing teacher readiness to implement in their future placements (Jennings 2014;Margolis et al 2014).…”

Teacher Well-Being in EFL/ESL Classrooms

“…Through this model, well-being has arisen from the relations of positivity in all these elements, which refers to the eudemonic view of wellbeing ( Mercer and Gregersen, 2020 ). When it comes to teaching, well-being has been investigated concerning satisfaction of the teachers with their positions and the feelings that are brought about by their professional experiences ( Margolis et al, 2014 ; Collie et al, 2016 ).…”

The Magic of Theater: Photographing a Performative Academic Career

“…I understood these audience members concerns; I know all too well that it is a terrible thing to spend one’s first-year teaching alone among schoolchildren. Almost all research on the matter strongly recommends that beginning teachers receive high levels of support (see the discussions of this issue in Beltman et al, 2011; Darling-Hamond, 2010; Day & Hong, 2016; Dell’Angelo, 2021; Johnson & Down, 2013; Margolis et al, 2014). As is often the case, such support was not given to the young woman I interviewed.…”