Pursuing Happiness and Fulfillment at Work: The Lived Experiences of Teacher Educators in The United States and India

Autor/inn/en	Fairbairn, Shelley; Gillespie, Catherine Wilson
Titel	Pursuing Happiness and Fulfillment at Work: The Lived Experiences of Teacher Educators in The United States and India
Quelle	In: Teacher Education Quarterly, 49 (2022) 2, S.86-105 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Foreign Countries; Teacher Educators; Teaching Experience; Job Satisfaction; Psychological Patterns; Teacher Student Relationship; Metacognition; College Faculty; Life Satisfaction; Self Concept; Self Management; Teacher Burnout; India; United States + Suchen Sie Ihr Suchwort? Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Fakultät; Lebensvollendung; Selbstkonzept; Selbstmanagement; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Indien; USA
Abstract	This international comparative qualitative study builds on prior research into the lived experiences of teacher educators in the United States and India. This study focuses on the ways in which faculty in both contexts engage in Feed My Soul activities. Ten participants from each country were interviewed to better understand what kinds of activities enhanced their happiness with and fulfillment in their work. Data revealed two themes for both sets of participants: being true to yourself and making an impact. A third theme emerged only for Indian participants: connection with students. The common themes across participants in both settings are captured in a quadrant model, using being true to yourself and making an impact as the two axes. Teacher educators tended to be satisfied, happy, and/or fulfilled when they were practicing both being true to yourself and making an impact. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01