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International perspectives on teache...

Murphy, Timothy R. N.

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International perspectives on teacher well-being and diversity = portals into innovative classroom practice /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	International perspectives on teacher well-being and diversity/ edited by Timothy R. N. Murphy, Patricia Mannix-McNamara.
其他題名:	portals into innovative classroom practice /
其他作者:	Murphy, Timothy R. N.
出版者:	Singapore :Springer Singapore : : 2021.,
面頁冊數:	xix, 209 p. :ill., digital ;24 cm.
內容註:	1 Introduction: Perspectives on teacher well-being and diversity -- 2 Practitioner inquiry and action research for teacher well-being: Research strategies -- 3 Tackinling educational inequalities: Care, well-being and social justice -- 4 Strengthening capacity for teacher well-being and translanguaging: A case study of promoting teacher well-being and social justice in a South African primary school -- 5 The 'meaning' of teacher well-being in a Norwegian context -- 6 Building relations between professionals and parents-challenges and promising practices -- 7 Teacher well-being and diversity in socially diverse and multi-lingual teaching contexts: Perspectives from a DEIS secondary school in the mid-west of Ireland -- 8 Finding a place for teacher well-being in a multicultural and multilingual pre-school amd primary school context -- 9 Insights from socially diverse and multi-lingual classroom teaching contexts.
Contained By:	Springer Nature eBook
標題:	Teachers - Attitudes. -
電子資源:	https://doi.org/10.1007/978-981-16-1699-0
ISBN:	9789811616990

International perspectives on teacher well-being and diversity = portals into innovative classroom practice /
International perspectives on teacher well-being and diversityportals into innovative classroom practice /[electronic resource] :edited by Timothy R. N. Murphy, Patricia Mannix-McNamara. - Singapore :Springer Singapore :2021. - xix, 209 p. :ill., digital ;24 cm. - Understanding teaching-learning practice,2522-0845. - Understanding teaching-learning practice..

1 Introduction: Perspectives on teacher well-being and diversity -- 2 Practitioner inquiry and action research for teacher well-being: Research strategies -- 3 Tackinling educational inequalities: Care, well-being and social justice -- 4 Strengthening capacity for teacher well-being and translanguaging: A case study of promoting teacher well-being and social justice in a South African primary school -- 5 The 'meaning' of teacher well-being in a Norwegian context -- 6 Building relations between professionals and parents-challenges and promising practices -- 7 Teacher well-being and diversity in socially diverse and multi-lingual teaching contexts: Perspectives from a DEIS secondary school in the mid-west of Ireland -- 8 Finding a place for teacher well-being in a multicultural and multilingual pre-school amd primary school context -- 9 Insights from socially diverse and multi-lingual classroom teaching contexts.

This book explores teacher well-being in light of the increasingly ethnically diverse profiles of schools and classrooms, focusing on socially and linguistically diverse teaching contexts. It draws attention to the socio-economic disadvantages that can often be characteristic of ethnically diverse classrooms, prior to examining and reviewing the interconnections between teacher well-being and the implementation of pedagogical processes in the classroom teaching and learning context. Teachers and academics alike report on and address the well-being-related needs of practising teachers. This book contributes to the emerging field of literature on teacher well-being and offers international perspectives on lessons learnt in socially diverse and multilingual teaching contexts. Accordingly, it offers a valuable resource for teacher educators, researchers, pre-service and in-service teachers, and policymakers. "One of the strengths of this book is the way in which the authors put the messages they have for teachers, school heads and policy makers into practice themselves. This book developed from an international project funded by the European Commission. Through the diversity of project partners, the project itself was based on the value of diversity - not only within Europe, but also including South Africa as a partner that is characterized - maybe even more than Europe- by diversity. This results in messages that transcend local contexts, and can be inspirational for a variety of education systems." - Professor Marco Snoek, Amsterdam University of Applied Sciences, the Netherlands.

ISBN: 9789811616990

Standard No.: 10.1007/978-981-16-1699-0doiSubjects--Topical Terms:

537184
Teachers
--Attitudes.

LC Class. No.: LC1099 / .I48 2021

Dewey Class. No.: 370.711

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