Exploring Wellbeing and Remote Learning Using the Delphi Method: Engaging Teacher Education Students as Co-Producers of Practice

Autor/inn/en	White, Wendee; Sangster, Paola
Titel	Exploring Wellbeing and Remote Learning Using the Delphi Method: Engaging Teacher Education Students as Co-Producers of Practice
Quelle	In: Journal of Teacher Education and Educators, 11 (2022) 1, S.7-32 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (White, Wendee) ORCID (Sangster, Paola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0456
Schlagwörter	Well Being; Distance Education; Delphi Technique; Learner Engagement; Preservice Teachers; Foreign Countries; Student Experience; Student Attitudes; COVID-19; Pandemics; United Kingdom + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Distance study; Distance learning; Fernunterricht; Delphi-Methode; Ausland; Studienerfahrung; Schülerverhalten; Großbritannien
Abstract	In UK Higher Education (HE), there is a growing awareness that wellbeing is central to student experience. Increasingly, HE agendas are promoting a targeted holistic institutional approach to wellbeing that supports students thrive in and beyond the student journey. This study positions students as experts of the student experience. Through student voice, the study explores teacher education students' experiences as a product of the synergistic effects of wellbeing and eco-systemic factors related to remote learning. In turn, findings feed into programme and practice developments that support positive student wellbeing. A conventional Delphi Method was used for its effectiveness addressing four different conditions: (1) accessing geographically dispersed populations; (2) overcoming unequal power dynamics; (3) supporting structured communication between experts on a topic leading to consensus building and decision making; and (4) engaging students as co-producers of practice to support positive wellbeing. Our findings provide new insight into the multiplicity of factors that interact with student wellbeing to benefit, challenge, or threaten student experience and the coping resources teacher education students rely on to maintain their education trajectories. These insights provide valuable understanding informing future teacher education programming and practice. (As Provided).
Anmerkungen	Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01