Literaturnachweis - Detailanzeige
Autor/inn/en | Ziaian-Ghafari, Newsha; Berg, Derek H. |
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Titel | Compassion Fatigue: The Experiences of Teachers Working with Students with Exceptionalities |
Quelle | In: Exceptionality Education International, 29 (2019) 1, S.32-53 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1918-5227 |
Schlagwörter | Altruism; Fatigue (Biology); Teaching Experience; Teacher Student Relationship; Special Education; Special Education Teachers; Foreign Countries; General Education; Teacher Burnout; Inservice Teacher Education; Teaching Load; Stress Variables; Social Experience; Emotional Experience; Elementary School Teachers; Students with Disabilities; Teaching Conditions; Canada Altruistic behavior; Altruismus; Fatigue; Ermüdung; Teacher student relationships; Lehrer-Schüler-Beziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Ausland; Allgemein bildendes Schulwesen; Allgemeinbildung; Burnout-syndrom; Burnout; Burnout-Syndrom; Lehrerfortbildung; Lehrdeputat; Soziale Erfahrung; Elementary school; Grundschule; Volksschule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrbedingungen; Unterrichtsbedingungen; Kanada |
Abstract | The purpose of this study was to explore the social-emotional experience of teachers working with students with exceptionalities in the general education classroom. Individual interviews were conducted with five participants with in-service teaching experience. While these teachers highlighted experiencing burnout, the breadth and depth of their experiences with respect to psychological distress were more profoundly situated within compassion fatigue. Considering the root of burnout as being related to workload conditions and that of compassion fatigue being rooted in social-emotional relationships with students, it is possible that compassion fatigue and burnout emerge along parallel trajectories of psychological distress in teachers. (As Provided). |
Anmerkungen | Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ir.lib.uwo.ca/eei/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |