Drawn to the Flame: Teachers' Stories of Burnout. Advances in Research on Teaching. Volume 45

Sonst. Personen	Singer, Erin A. (Hrsg.); Etchells, Matthew J. (Hrsg.); Craig, Cheryl J. (Hrsg.)
Titel	Drawn to the Flame: Teachers' Stories of Burnout. Advances in Research on Teaching. Volume 45
Quelle	(2023), (256 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-80382-416-1
Schlagwörter	Teacher Burnout; School Districts; COVID-19; Pandemics; Teacher Attitudes; Kindergarten; Elementary Secondary Education; Immigrants; Public Policy; Educational Change; Distance Education; Racism; Racial Relations; Curriculum Development; Educational Planning; Teaching Conditions; Faculty Mobility; Prevention + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; School district; Schulbezirk; Lehrerverhalten; Immigrant; Immigrantin; Immigranten; Öffentliche Ordnung; Bildungsreform; Distance study; Distance learning; Fernunterricht; Rassismus; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsplanung; Lehrbedingungen; Unterrichtsbedingungen; Prävention; Vorbeugung
Abstract	Teacher attrition and burnout have been researched in school districts all over the country for several decades. Characterised by physical and psychological exhaustion, cynicism (as an interpersonal and emotional indication of built-up aggression), and a sense of helplessness and low self-efficacy, burnout can lead to anxiety, depression, diminished job performance, absenteeism, and attrition. "Drawn to the Flame" investigates incidences of burnout and burnout avoidance among educators in both K-12 and higher education spheres during the COVID-19 pandemic -- a period that saw an intensification and increased frequency of polarizing sociocultural and socio-political conditions, resulting in psychosocial and emotional strain among those invested in education. Through narrative inquiry, the chapters present the stories of teachers in a variety of settings (e.g. urban, suburban, rural) and sociological conditions (economic, racial, sex/gender), who experienced first-hand the impact of the pandemic and the chaotic transition to remote learning, the impact of the U.S. Immigration and Customs Enforcement (ICE) and racial strife, on students and curricular planning processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01