Exploring Group Life Design with Teachers in the Context of Poverty Related Psychosocial Challenges

Autor/inn/en	Setlhare, Rubina; Wood, Lesley; Meyer, Lukas
Titel	Exploring Group Life Design with Teachers in the Context of Poverty Related Psychosocial Challenges
Quelle	In: South African Journal of Education, 37 (2017) 4, Artikel 1493 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Setlhare, Rubina) ORCID (Wood, Lesley) ORCID (Meyer, Lukas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Poverty; Qualitative Research; Teacher Attitudes; Career Counseling; Constructivism (Learning); Disadvantaged Schools; Action Research; Participatory Research; Personal Narratives; Teacher Motivation; Teacher Role; Change Agents; Teacher Student Relationship; Faculty Development; Teacher Leadership; Teacher Burnout; Teacher Effectiveness; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Armut; Qualitative Forschung; Lehrerverhalten; Projektforschung; Forschungstätigkeit; Erlebniserzählung; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerfunktionsstelle; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Working in challenging contexts can impact negatively on a teacher's sense of purpose and efficacy. This article explores the potential of group Life Design (LD), a narrative constructivist career counselling process, for supporting ten South African school teachers working at an under-resourced school with understanding their career aspirations and their personal and professional identity. The group LD process formed part of a participatory action learning and action research (PALAR) project. This article focuses on teachers' experience of the group LD process. Participating teachers reflected in writing and during group discussions on their experience of the LD process. Qualitative data generated from transcriptions of their discussions and written reflections were thematically coded. Findings suggest that the group LD process encouraged participants to reflect on themes from their life narratives to encourage agency for pursuing their future personal and professional goals. Through the LD process, the teachers acknowledged personal and professional assets, from past and present narratives which could motivate them during challenging times. The LD process ignited agency for action to achieve career and personal goals. Participants designed future life maps and also explored pathways for collectively improving their support to learners. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01