International Perspectives on Teacher Well-Being and Diversity: Portals into Innovative Classroom Practice. Understanding Teaching-Learning Practice

Sonst. Personen	Murphy, Timothy R. N. (Hrsg.); Mannix-McNamara, Patricia (Hrsg.)
Titel	International Perspectives on Teacher Well-Being and Diversity: Portals into Innovative Classroom Practice. Understanding Teaching-Learning Practice
Quelle	(2021), (209 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2522-0845
ISBN	978-981-16-1698-3
Schlagwörter	Teachers; Well Being; Diversity; Socioeconomic Status; Disadvantaged; Faculty Development; Family School Relationship; Social Justice; Caring; Action Research; Teacher Researchers; Inclusion; Secondary Schools; Preschools; Students; Educational Practices; Educational Innovation + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Well-being; Wellness; Wohlbefinden; Socio-economic status; Sozioökonomischer Status; Soziale Gerechtigkeit; Care; Pflege; Sorge; Betreuung; Projektforschung; Lehrerforschung; Inklusion; Sekundarschule; Student; Schüler; Schülerin; Studentin; Bildungspraxis; Instructional innovation; Bildungsinnovation
Abstract	This book explores teacher well-being in light of the increasingly ethnically diverse profiles of schools and classrooms, focusing on socially and linguistically diverse teaching contexts. It draws attention to the socio-economic disadvantages that can often be characteristic of ethnically diverse classrooms, prior to examining and reviewing the interconnections between teacher well-being and the implementation of pedagogical processes in the classroom teaching and learning context. Teachers and academics alike report on and address the well-being-related needs of practising teachers. This book contributes to the emerging field of literature on teacher well-being and offers international perspectives on lessons learnt in socially diverse and multilingual teaching contexts. Accordingly, it offers a valuable resource for teacher educators, researchers, pre-service and in-service teachers, and policymakers. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600 New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://www.springer.com/gp/education-language
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01