ORCID Profile
0000-0002-3037-9352
Current Organisations
University of Adelaide
,
University of Melbourne
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Publisher: Springer Nature Singapore
Date: 2023
Publisher: Springer International Publishing
Date: 2021
DOI: 10.1007/978-3-030-64537-3_7
Abstract: While positive education research has grown over the past decade, making strides in measurement, interventions, and applications, it has also been criticised for lacking consistent guiding theoretical frameworks, heavily emphasising psychology over education, and being driven by unacknowledged pedagogical assumptions. This chapter argues that a particular stumbling block has been ignoring the professional practice of positive education that is, what positive education teachers do and how they know they are having an impact. To addresses this gap, this chapter introduces a strength-based reflective practice model for teachers that integrates the Values in Action classification of character strengths with Brookfield’s four lenses for reflective practice, which consists of: (1) the students’ eyes, (2) colleagues’ perceptions, (3) personal experience, and (4) theory. The model aims to provide a method for critical self-reflection, thereby helping to enable effective professional practice. Through this model, perhaps positive education can become a pedagogy that has found its practice.
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Routledge
Date: 29-09-2023
Publisher: Routledge
Date: 29-09-2023
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Springer International Publishing
Date: 2017
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Informa UK Limited
Date: 29-05-2014
Publisher: Routledge
Date: 04-2021
Publisher: Springer Science and Business Media LLC
Date: 09-02-2016
Publisher: Springer Netherlands
Date: 2015
Publisher: Springer Nature Singapore
Date: 2022
Publisher: SensePublishers
Date: 2013
Publisher: Springer Netherlands
Date: 2015
Publisher: Springer Netherlands
Date: 2015
Publisher: Springer Singapore
Date: 2020
Publisher: Springer International Publishing
Date: 2017
Publisher: Springer Netherlands
Date: 2015
Publisher: Springer Netherlands
Date: 2015
Publisher: Springer Netherlands
Date: 2015
Publisher: Springer Netherlands
Date: 2015
Publisher: Springer Netherlands
Date: 2015
Publisher: Routledge
Date: 29-09-2023
Publisher: Scientific Research Publishing, Inc.
Date: 2014
Publisher: SAGE Publications
Date: 2022
DOI: 10.1177/2212585X221097719
Abstract: The importance of teachers’ wellbeing and the complexities of teaching are becoming more widely understood through the lens of positive psychology. For ex le, teachers’ wellbeing and optimal functioning have an impact on their ability to teach effectively, teacher retention and their job satisfaction. However, there is a shortage of global research investigating teachers’ wellbeing, especially in rural China. The current study contributes to this shortage through an appreciative inquiry to examine rural teachers’ wellbeing in Jilin Province in rural China. Unlike earlier research, this study focused on the positive elements of rurality that strengthen teachers’ wellbeing. A two-phase exploratory, sequential, mixed-methods design was adopted. This paper reports on quantitative findings of Stage 2 of the study, a latent profile analysis of 1,198 participants’ experiences of wellbeing. The results suggest there are five unique profiles that enable rural Chinese teachers’ wellbeing: thriving, personally driven, surviving, career-driven and languishing. This study undertakes a novel approach of latent profile analysis of teachers’ wellbeing in rural China. These findings have implications for policymakers, initial teacher education programs, and teacher wellbeing interventions.
Publisher: SAGE Publications
Date: 2022
DOI: 10.1177/2212585X221092849
Abstract: Teachers in rural China are considered disadvantaged compared to their urban counterparts on several measures, including working conditions, remuneration, and access to professional development opportunities. We argue that teacher wellbeing plays a crucial role in teacher quality because quality teachers require optimal functioning and wellbeing to teach well. This study reports on the qualitative element of an exploratory sequential mixed-methods research design investigating Chinese rural teachers’ attitudes towards wellbeing. The results of this study confirmed that remuneration, access to professional development opportunities and social status of rural teachers are behind those of urban teachers in China. However, several rural teachers excelled in the profession, showing a passion for teaching that transformed the lives of rural students. This study discovered a gap in the current research on the wellbeing of rural teachers in China and suggested that policymakers should promote the unique positive aspects of rurality, including teachers’ passion for optimal outcomes for their students, rather than focussing on the negative aspects of rurality.
Publisher: Routledge
Date: 04-2021
Publisher: Informa UK Limited
Date: 17-07-2014
Publisher: Oxford University Press
Date: 2013
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Springer Nature Singapore
Date: 2023
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Informa UK Limited
Date: 13-07-2021
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Springer International Publishing
Date: 2017
Publisher: Routledge
Date: 29-09-2023
Publisher: Routledge
Date: 29-09-2023
Publisher: Routledge
Date: 29-09-2023
Publisher: Routledge
Date: 29-09-2023
Publisher: Springer Netherlands
Date: 2015
Publisher: Routledge
Date: 29-09-2023
No related grants have been discovered for Mathew White.