Chapter 6 Teachers’ well-being, social and emotional competences, and reflective teaching
Teacher’s well-being has become a priority in the last two decades. If we believe that schools have a role in promoting the mental health and students’ well-being, we must first recognize and address the raising matter of teachers’ mental health and well-being. Research shows that there is a straigh...
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| Fformat: | Online |
| Iaith: | Saesneg |
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Taylor & Francis
2023
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| Mynediad Ar-lein: | https://library.oapen.org/handle/20.500.12657/63708 |
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Dim Tagiau, Byddwch y cyntaf i dagio'r cofnod hwn!
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| _version_ | 1869520437630730240 |
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| author | Ferreira, Marco |
| author_browse | Ferreira, Marco |
| author_facet | Ferreira, Marco |
| author_sort | Ferreira, Marco |
| collection | Directory of Open Access Books |
| description | Teacher’s well-being has become a priority in the last two decades. If we believe that schools have a role in promoting the mental health and students’ well-being, we must first recognize and address the raising matter of teachers’ mental health and well-being. Research shows that there is a straight connection between teachers’ well-being and their social and emotional competences (Collie, 2017; Schonert-Reichl, 2017). Reflective teaching is the tool that we use to develop a model of intervention to promote teachers’ well-being, and the model is supported on a social constructivist perspective. Reflective teaching is a process through which teachers think over their teaching practices, analysing how something had been taught and how the practice might be improved or changed for better learning outcomes. The teacher’s continuous training model for professional development and well-being enlarges the emphasis on teachers’ practices/experiences and connect them with meaningful situations, accentuating social and emotional competences to improve teachers’ professional attainment and effectiveness. Processes of self-observation and self-evaluation based on reflective inquiry, and reflection on practice support the practical application of the model. Research also shows that well-being and job satisfaction strongly influence teachers’ behaviours, which affect classroom climate and students’ achievement as well (Collie et al.,2015; Van Dick et al., 2007). This teacher’s continuous training model agglomerates several theoretical constructs relevant to pedagogy and may constitute a good practice for the promotion of teachers’ professional development and well-being. |
| format | Online |
| id | doab-20.500.12854ir-101586 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Taylor & Francis |
| publisherStr | Taylor & Francis |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1015862025-07-17T10:01:12Z Chapter 6 Teachers’ well-being, social and emotional competences, and reflective teaching Ferreira, Marco Teacher’s well-being; Social and emotional competences; Reflective teaching; Continuous professional development thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education Teacher’s well-being has become a priority in the last two decades. If we believe that schools have a role in promoting the mental health and students’ well-being, we must first recognize and address the raising matter of teachers’ mental health and well-being. Research shows that there is a straight connection between teachers’ well-being and their social and emotional competences (Collie, 2017; Schonert-Reichl, 2017). Reflective teaching is the tool that we use to develop a model of intervention to promote teachers’ well-being, and the model is supported on a social constructivist perspective. Reflective teaching is a process through which teachers think over their teaching practices, analysing how something had been taught and how the practice might be improved or changed for better learning outcomes. The teacher’s continuous training model for professional development and well-being enlarges the emphasis on teachers’ practices/experiences and connect them with meaningful situations, accentuating social and emotional competences to improve teachers’ professional attainment and effectiveness. Processes of self-observation and self-evaluation based on reflective inquiry, and reflection on practice support the practical application of the model. Research also shows that well-being and job satisfaction strongly influence teachers’ behaviours, which affect classroom climate and students’ achievement as well (Collie et al.,2015; Van Dick et al., 2007). This teacher’s continuous training model agglomerates several theoretical constructs relevant to pedagogy and may constitute a good practice for the promotion of teachers’ professional development and well-being. 2023-07-19T07:12:18Z 2023-07-19T07:12:18Z 2023-06-29T14:18:19Z 2022 chapter https://library.oapen.org/handle/20.500.12657/63708 9780367553119 9780367553326 https://directory.doabooks.org/handle/20.500.12854/101586 eng open access image/jpeg image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International https://library.oapen.org/bitstream/20.500.12657/63708/1/9781003093053_10.4324_9781003093053-9.pdf https://library.oapen.org/bitstream/20.500.12657/63708/1/9781003093053_10.4324_9781003093053-9.pdf Taylor & Francis Routledge 10.4324/9781003093053-9 10.4324/9781003093053-9 fa69b019-f4ee-4979-8d42-c6b6c476b5f0 International Approaches to Promoting Social and Emotional Learning in Schools 9780367553119 9780367553326 Routledge 23 open access |
| spellingShingle | Teacher’s well-being; Social and emotional competences; Reflective teaching; Continuous professional development thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education Ferreira, Marco Chapter 6 Teachers’ well-being, social and emotional competences, and reflective teaching |
| title | Chapter 6 Teachers’ well-being, social and emotional competences, and reflective teaching |
| title_full | Chapter 6 Teachers’ well-being, social and emotional competences, and reflective teaching |
| title_fullStr | Chapter 6 Teachers’ well-being, social and emotional competences, and reflective teaching |
| title_full_unstemmed | Chapter 6 Teachers’ well-being, social and emotional competences, and reflective teaching |
| title_short | Chapter 6 Teachers’ well-being, social and emotional competences, and reflective teaching |
| title_sort | chapter 6 teachers well being social and emotional competences and reflective teaching |
| topic | Teacher’s well-being; Social and emotional competences; Reflective teaching; Continuous professional development thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education |
| topic_facet | Teacher’s well-being; Social and emotional competences; Reflective teaching; Continuous professional development thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education |
| url | https://library.oapen.org/handle/20.500.12657/63708 |
| work_keys_str_mv | AT ferreiramarco chapter6teacherswellbeingsocialandemotionalcompetencesandreflectiveteaching |