Wellbeing in initial teacher education: using poetic representation to examine pre-service teachers’ understanding of their self-care needs

Abstract

Creating psychologically safe spaces for pre-service teachers to talk about their hopes, dreams and tensions of becoming teachers is complex work that requires teacher educators to engage with a range of pedagogical practices. A teacher educator must consider how they create this safe space, offering opportunity for vulnerabilities to be revealed. But a teacher educator must also be vulnerable them self; with an awareness for not always knowing what one will be told, will hear or will see. I argue that a mindfulness practice supports being grounded and an ability to hold the space for pre-service teachers as they explore their wellbeing and thus develop, grow, maintain and protect their self-care. In this paper, I draw on reflective and goal setting data to examine pre-service teachers’ understandings of their own wellbeing and self-care needs. I use poetic representation to illuminate practices that provide insight into what resources are drawn upon, and what concerns pre-service teachers have as they prepare for their last professional experience placement before graduation. Poetic representation of data provides opportunity to connect with the experiences of pre-service teachers and reveals where there are gaps that can provide us opportunities to consider where we locate pre-service teacher wellbeing in initial teacher education.

Teacher Self-Care Mandates as Institutional Gaslighting in a Neoliberal System

“…Self-care, or engaging in tasks designed to improve one’s overall wellness (Lemon, 2021), is rooted in health literature that argues that such practices improve physical, mental, emotional, and social health. In particular, “much of the literature on self-care behavior is related to recharging and restoring the self, and has focused on practitioners, given their role as caregivers to vulnerable populations” (Wyatt & Ampadu, 2022).…”

“…The complexity of self-care is that many of these tasks are individual-based—as one works to develop self-awareness and self-reflection (Wyatt & Ampadu, 2022)—yet an individual exists within contexts that may limit or advance their commitments to self-care (Denyes et al, 2001). Vital for understanding self-care practices is an equal understanding of these systems and how much agency people do or do not have in any given time and space (Ainsworth & Oldfield, 2001; Lemon, 2021). Black feminist perspectives argue that self-care, especially for Black women, is a radical praxis (hooks, 1993; Lorde, 1988; Nicol & Yee, 2017) designed for self-resortation and activism.…”

Pedagogy of Belonging: Pausing to be human in higher education

“…As a leader, I espouse a compassionate approach that draws upon holistic education and contemplative practices (Lemon, 2021a(Lemon, , 2021c. Deep listening, observation, empathy, and innovation are some of my strengths, and I am constantly on the lookout for ways to streamline processes, facilitate individual growth, and encourage creative problem-solving that accommodates diverse perspectives.…”

“…This (re)conceptualisation has been required individually and collectively in the higher education context. From this perspective, selfcare is viewed as proactive actions to improve wellbeing, wellness and health that draws on diverse areas of wellbeing science (Lemon, 2021c;2021d) and is positioned in the context of being relational and thus building a wellbeing literacy. As a wellbeing literacy is built, capability about and for wellbeing is embraced that builds, maintains, and protects for one, collectives and systems to flourish (Oades et al, 2021).…”