Please use this identifier to cite or link to this item:
https://hdl.handle.net/2440/108986
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Type: | Journal article |
Title: | Ecological influences on teachers’ well-being and “fitness” |
Author: | Price, D. McCallum, F. |
Citation: | Asia-Pacific Journal of Teacher Education, 2015; 43(3):195-209 |
Publisher: | Taylor & Francis |
Issue Date: | 2015 |
ISSN: | 1359-866X 1469-2945 |
Statement of Responsibility: | Deborah Price and Faye McCallum |
Abstract: | The complex and ever-changing nature of teachers’ work challenges their well-being. Teacher well-being and “fitness” includes versatility, mental strength, and commitment to promote effective teaching and learning. In framing this notion, we seek to understand the ecological influences impacting on teacher well-being and “fitness” in the twenty-first century. Drawing on the ecological theory of Bronfenbrenner, this interpretive qualitative study explored the perceptions of pre-service teachers in relation to their teacher well-being and “fitness.” Data were collected from a teacher well-being survey completed by 120 final-year undergraduate pre-service teachers. The survey shed light on themes at four levels: the microsystem (individual and collective capacities); mesosystem (interrelationships between contexts); exosystem (organisational); and macrosystem (societal and legislative influences), compounded by the influence of time at the chronosystem level. These ecological influences were perceived to impact on teacher well-being and ability to be “fit” for sustained performance. |
Keywords: | Bronfenbrenner’s ecological theory; initial teacher education; teacher fitness; teacher well-being |
Rights: | © 2014 Australian Teacher Education Association |
DOI: | 10.1080/1359866X.2014.932329 |
Published version: | http://dx.doi.org/10.1080/1359866x.2014.932329 |
Appears in Collections: | Aurora harvest 8 Education publications |
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RA_hdl_108986.pdf Restricted Access | Restricted Access | 413.94 kB | Adobe PDF | View/Open |
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