Fostering Teachers' Experiences of Well-Being: A Participatory Action Learning and Action Research Approach

Autor/inn/en	Wessels, Elsabé; Wood, Lesley
Titel	Fostering Teachers' Experiences of Well-Being: A Participatory Action Learning and Action Research Approach
Quelle	In: South African Journal of Education, 39 (2019) 1, Artikel 1619 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Wessels, Elsabé) ORCID (Wood, Lesley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Teaching Experience; Action Research; Participatory Research; Experiential Learning; Foreign Countries; Elementary School Teachers; Well Being; Rural Schools; Psychology; South Africa + Suchen Sie Ihr Suchwort? Projektforschung; Forschungstätigkeit; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Well-being; Wellness; Wohlbefinden; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Psychologie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Teachers, specifically those who work in under-resourced contexts, face many challenges within their workplace that negatively affect their experiences of well-being. Although research indicates that if teacher well-being improves, a more enabling climate for teaching and learning is created, little support is available for teachers in this regard. The aim of this study was to work collaboratively with teachers to help them find ways to improve their experiences of well-being. Following a participatory action learning and action research (PALAR) design, 6 teachers in a rural primary school met as an action learning set over a period of 6 weeks to reflect on their learning about how to improve their experiences of well-being. The findings indicate that frequent, informal social contact with colleagues, coupled with explicit action to focus on positive emotions, could improve teachers' experiences of well-being. The PALAR design afforded the structure for this to happen. This study offers insight into how a collaborative action learning process could help to enhance teachers' ability to improve and sustain their experiences of well-being. (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