Pre-service language teacher wellbeing as a complex dynamic system

Sulis, Giulia; Mercer, Sarah; Mairitsch, Astrid; Babić, Sonja; Shin, Sun Kyung

doi:10.1016/j.system.2021.102642

Cited by 26 publications

(33 citation statements)

References 33 publications

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“…Благополучие учителей изменчиво в результате сложного взаимодействия личных, профессиональных и ситуационных факторов на протяжении всей карьеры. Когда система достигает точки равновесия, она может перейти в стабильное или предпочтительное состояние (Sulis et al, 2021), самоорганизация осуществляется вокруг предпочитаемого состояния. Вместе с тем важно отметить, что предпочитаемое состояние не всегда соответствует оптимальному, что также требует отдельного исследования.…”

Section: концептуальная рамка исследованияunclassified

“…Очерчивая теоретико-методологическое поле исследований благополучия учителей, необходимо отметить, что ряд ученых заявляют о важности пересмотра концепта благополучия, обосновывая необходимость включения данного понятия в более широкий пространственно-временной континуум в соответствии с современными тенденциями в науке , Cooke, Melchert, & Connor, 2016. Если ранее исследование благополучия базировалось на изучении преимущественно интрапсихических процессов , то современные междисциплинарные научные парадигмы ориентируют на исследование благополучия с позиции теории сложных систем (Sulis et al, 2021), экологического подхода (Mercer, 2021), выводящего взаимодействие в качестве центральной категории научного анализа. Таким образом, важность пересмотра концепта благополучия с использованием актуального научно-методологического Анализ отечественной и зарубежной литературы по проблеме исследования В настоящий момент благополучие является устоявшейся психологической конструкцией.…”

Section: Introductionunclassified

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A Model of Subjective Well-Being of a Teacher in the Context of the Safety of Educational Environment

Gilemkhanova¹,

Khusainova²,

Lushpaeva³

et al. 2022

E&SD

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Relevance of the problem. The study of well-being in education is an important area of scientific research and practical interventions. WHO declare the human right to well-being. The aspect of the students’ well-being was added to the OECD PISA profiles and in the UN Sustainable Development Goals in the Edu2030, which confirm the significance of this theme (UNESCO, 2016). The key role of teacher well-being for the well-being of students and the educational environment in whole has become the focus of scientific publications, in particular confirming the significant relationship between school safety and teacher well-being (Sürücü Atila, & Ünal, 2015). However, teachers’ well-being remains low, which is revealed in the problem of the mass dismissal of teachers from schools. This problem is especially relevant among young teachers (OECD, 2020). This situation leads to a social contradiction that updates the study of the problem of teachers' well-being in the context of socio-professional conditions and the ethics of the profession. Current research of well-being is focused on an ecological approach as relevant to the modern requirements of science (Mercer, 2021). Thus, the purpose of this study is to define the concept of “subjective well-being of a teacher” and develop a model of the subjective well-being of a teacher in the context of the safety of educational environment using relevant scientific and methodological tools. Research methods: search and confirmatory factor analysis, comparative, correlation analysis. Technique: WHOQOL-100 Questionnaire, B. Tuckman Procrastination Scale”, Melbourne Decision Inventory, AVEM Questionnaire. The study sample consisted of N=600 teachers of secondary schools of the Republic of Tatarstan, noted by the type of settlement and their socio-economic zone. Research results. A model of the teacher’s subjective well-being has been developed in the context of the ethics of the profession “The triangle of professional well-being of a teacher”, which includes ownership, professional aspirations and quality of life as system-forming peaks. Practical significance. The results of the study can be applied for the educational programs for teachers’ training and retraining, for the supervising and psychological and pedagogical support of a teacher as well as to ensure the psychological safety of the learning environment of the school.

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Section: концептуальная рамка исследованияunclassified

Section: Introductionunclassified

A Model of Subjective Well-Being of a Teacher in the Context of the Safety of Educational Environment

Gilemkhanova¹,

Khusainova²,

Lushpaeva³

et al. 2022

E&SD

View full text Add to dashboard Cite

show abstract

“…• bringing satisfaction, joy or happiness to students learning in the online environments ("hedonic perspective" centered on the notion of happiness, conceptualizing wellbeing in terms of gaining pleasure and avoiding negative effects (Sulis et al 2021: 2), • strengthening confidence in foreign language use, specifically English focused on music (language for the profession), • regulation of social anxiety (e.g. "reading aloud texts" as speaking activities with personalized indepth feedback to every student focused on strategies for further growth and development), and • sensitivity and emotional vulnerability of students, as they were facing a different communication and learning context after a decade of traditional schooling experiences.…”

Section: Language Focused On Classical Music and Aimed Towards Lingui...mentioning

confidence: 99%

“…However, in this paper, we contribute to a less researched intersection of linguistic wellbeing, specifically student linguistic wellbeing, English for Specific Purposes (ESP) research and pedagogical research literature. Defining wellbeing has proven to be very challenging, as it is regarded as a multidimensional, dynamic, and context-dependent construct (Sulis et al 2021). In this article, the term "linguistic wellbeing" is referred to as a complex and dynamic system of developing, perfecting and strengthening skills of caring and responsibility for linguistic knowledge and use of language(s) in learning, education and different interactions between one's experiences across all life domains."…”

Section: Introductionmentioning

confidence: 99%

Pedagogical uses of language focused on music to support linguistic wellbeing during emergency remote teaching

Marić¹

2022

ERL Journal

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The aim of this research was to particularly focus on the intersection of language and music education, specifically pedagogical uses of language focused on classical music to support the linguistic wellbeing of students in an online learning environment. The research was conducted during a six-week course period of English as a foreign language lessons online with 30 second-year students of Music Performance at the Secondary Music School in Serbia during the remote teaching and learning period in 2020. The research implemented a fully online learning model. The qualitative results obtained from the research and presented in this paper, suggest that the course had an impact on the learners in terms of their overall positive reactions towards their language learning and linguistic wellbeing. Therefore, in the following period, the aim is to further research the intersections of language, pedagogy and the role of music on linguistic wellbeing in different language education contexts.

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“…Complexity theory has been applied in research on teacher education. For example, Sulis et al (2021) explored pre-service teachers' wellbeing as complex dynamic systems. Tang (2007) examined the dynamics and complexity of learning how to frame teaching situations and found the personal and contextual variables that posed challenges to and provided support in the student teaching context.…”

Section: Introductionmentioning

confidence: 99%

Exploring the characteristics of pre-service EFL teachers’ practicum experiences: a complexity theory-based case study in China

Kuang

Wei

2023

Asian. J. Second. Foreign. Lang. Educ.

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With increasing attention being paid to teacher education, various theoretical perspectives have been adopted to study on how pre-service teachers learn to teach. This study employed complexity theory as conceptual framework and examined two pre-service EFL teachers’ practicum experiences by qualitative case study and identified three core characteristics of their learning-to-teach: complexity, dynamism and self-organization. It is found that pre-service EFL teacher learning, as a complex system, interacted between and among a network of socio-contextual factors and thus influenced and being influenced during the learning process in a non-linear and complex way. This study made empirical and theoretical contributions to the research field of teacher education and provided implications for university-school collaboration-based teacher education practice.

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Pre-service language teacher wellbeing as a complex dynamic system

Cited by 26 publications

References 33 publications

A Model of Subjective Well-Being of a Teacher in the Context of the Safety of Educational Environment

A Model of Subjective Well-Being of a Teacher in the Context of the Safety of Educational Environment

Pedagogical uses of language focused on music to support linguistic wellbeing during emergency remote teaching

Exploring the characteristics of pre-service EFL teachers’ practicum experiences: a complexity theory-based case study in China

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