Caring as a salutogenic aspect in teachers' lives

Nilsson, Marie; Ejlertsson, Göran; Andersson, Ingemar; Blomqvist, Kerstin

doi:10.1016/j.tate.2014.10.009

Cited by 22 publications

(15 citation statements)

References 71 publications

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“…In line with the participatory approach, the teachers were involved in the topic generation for the collegial reflection. Six topics were previously identified in a need assessment conducted in the same school [5,37], and consequently the topics emanated from the teachers themselves. These topics, prioritized in relevance by the teachers, were offered to guide the collegial reflection.…”

Section: Discussionmentioning

confidence: 99%

“…Hence, with this in mind, and based on a previous study in the involved municipality indicating the need for reflection time [37], we decided to conduct a feasibility study on collegial reflection. Even though the teachers experienced time shortage, they expressed a wish to introduce collegial reflection as part of their work.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The intervention was based on a needs assessment from the same school as the intervention [5,37], indicating the need for more collegial reflection. The need assessment also suggested six topics which were considered by the teachers as important issues for their well-being, and it was decided to use these topics in the collegial reflection.…”

Section: Design and Procedures Of The Interventionmentioning

confidence: 99%

See 2 more Smart Citations

Coexisting Needs: Paradoxes in Collegial Reflection—The Development of a Pragmatic Method for Reflection

Nilsson

Andersson

Blomqvist

2017

Education Research International

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This paper addresses a feasibility study of a method for recurrent collegial reflection. A qualitative approach, using a participatory research design, was adopted. The collegial reflection was implemented in a school, in a middle-sized municipality in southern Sweden, with 21 teachers participating in the intervention. Data collection included digital recordings of collegial reflection, open questions by mail, and individual interviews. Findings indicated one major theme, paradoxes in the design of the collegial reflection, and three categories: wanting to decide and wanting to be guided; meeting each other as teachers and/or as persons; and looking for the safe and/or looking for the new. Before implementing the method in another context, management needs to appreciate these contradictory experiences, allow for voluntary participation, address participants' expectations, and allocate time and tasks. This study implicates that collegial reflection may contribute to teachers' professional development, and it is thereby relevant to teachers' classroom practice and pupils' learning. We conclude that, by creating a structure which supports teachers' collegial reflection, the school may function as a supportive environment, which may contribute to teacher retention.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Design and Procedures Of The Interventionmentioning

confidence: 99%

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Coexisting Needs: Paradoxes in Collegial Reflection—The Development of a Pragmatic Method for Reflection

Nilsson

Andersson

Blomqvist

2017

Education Research International

Self Cite

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“…It explores teachers' emotional identities through a professional development opportunity that positioned writing teachers as learners of writing. These opportunities contrast to one-off skill-orientated and information dense professional development workshops that embody a deficit orientated view by focusing on the symptoms rather than the root causes of ineffective teaching (Nilsson, Ejlertsson, Andersson & Blomqvist, 2015). A skill-based approach has unfortunately been favoured by education policy makers and administrators, who measure student learning through high stakes standardised test scores rather than a student's intrinsic level of engagement (Zembylas, 2007).…”

Section: Introductionmentioning

confidence: 99%

Teacher Emotion and Learning as Praxis: Professional Development that Matters

Yoo¹,

Carter²

2017

AJTE

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This ethnographic study analyses the diverse emotions emerging within one teacher professional development workshop that engaged teachers as creative writers. Participating teachers revealed a vibrant range of positive and negative emotions as they worked within institutional discourses that conflicted with their intrinsic beliefs about effective teaching. They revealed their emotional investment in their roles and their desires for meaningful practice in spite of pressures to abide by managerial practices. Researchers documented high levels of vulnerability, engagement and hope as participants engaged in writing as 'praxis' to experience their beliefs about effective pedagogy firsthand. These findings suggest that since teaching and learning is inherently an emotional experience, professional development needs to acknowledge a teacher's complex emotional identity and to cultivate positive emotional growth. This study is relevant to teacher educators, preservice and practising teachers as it explores meaningful learning opportunities as a basis for effective teaching practice.

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“…It might be explored more comprehensively in succeeding research as a potential job motivator associated with efficacy and resilience, especially that caring for others, i.e., the children one caters to, is deemed as a source of well-being for teachers (Nilsson, Ejlertsson, Andersson, & Blomqvist, 2015).…”

Section: Work-related Factors Self-efficacy and Resiliencementioning

confidence: 99%

Work-Related Factors as Determinants of Self-efficacy and Resilience among Selected Filipino Child Development Workers

Rosario¹,

Botor²,

Padilla³

et al. 2018

IJE

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This descriptive associative study focused on work-related factors as determinants of selfefficacy and resilience among 58 purposively-sampled Child Development Workers (CDWs). It specifically aims to profile the CDWs based on various work-related variables, to determine their psychosocial needs, resources, levels of self-efficacy and resilience, and to verify the association and relationship of these variables in relation to self-efficacy and resilience. A questionnaire, comprised of questions on perceived needs and resources and work-related aspects, a modified version of Bandura's (2006) Teacher Self-Efficacy Scale, and Smith et al.'s (2008) Brief Resilience Scale, were group administered to the participants. Thereafter, results were analyzed using descriptive and correlation statistics. Results showed that respondents were divided almost equally between the low-and high-scoring groups in both self-efficacy and resilience. Notably, respondents' resilience and self-efficacy mean scores were relatively higher than the expected average score. Correlation further revealed moderate positive relationship between self-efficacy and resilience (r = 0.333). In terms of work-related factors, many of those with high self-efficacy and high resilience scores reported also having: (a) supportive barangay officials, (b) cooperative day care children's parents, (c) satisfaction with pupils, (d) job satisfaction, and (e) life satisfaction in general. As a conclusion, the majority of the 58 selected CDWs reported satisfaction in work-related factors related to the children they cater to, and also work and life in general. In addition, CDWs who had high scores in selfefficacy and resilience reported having support, cooperation and satisfaction.

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Caring as a salutogenic aspect in teachers' lives

Cited by 22 publications

References 71 publications

Coexisting Needs: Paradoxes in Collegial Reflection—The Development of a Pragmatic Method for Reflection

Coexisting Needs: Paradoxes in Collegial Reflection—The Development of a Pragmatic Method for Reflection

Teacher Emotion and Learning as Praxis: Professional Development that Matters

Work-Related Factors as Determinants of Self-efficacy and Resilience among Selected Filipino Child Development Workers

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