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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.
Schools are unique places. They pay a central role in the formation
of young people. The importance of how young people are educated
and how they are encouraged to live and learn cannot be
underestimated. This book advocates for the fostering of agency not
only amongst school personnel but also amongst younger generations
for health and sustainability. It provides the reader with a new
lens with which to discover health promoting schools and education
for sustainable development. It invites the reader to look more
deeply into both and to accompany the authors on a journey of
discovery of the real potential for each to enhance the practice of
schooling.
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.
Schools are unique places. They pay a central role in the formation
of young people. The importance of how young people are educated
and how they are encouraged to live and learn cannot be
underestimated. This book advocates for the fostering of agency not
only amongst school personnel but also amongst younger generations
for health and sustainability. It provides the reader with a new
lens with which to discover health promoting schools and education
for sustainable development. It invites the reader to look more
deeply into both and to accompany the authors on a journey of
discovery of the real potential for each to enhance the practice of
schooling.
The Life Skills materials contained in this book were developed in
response to the changing and diverse needs of students in higher
education. Students now face increasing pressures in terms of
challenges to their health and well being and they have particular
needs with regard to personal development and decision making
skills. Life Skills aims to promote a holistic approach to
education, to build student confidence in a range of different
contexts and to teach practical coping skills and transferable
skills as part of a life-long learning process. This book details
the materials drawn together by the authors in order to create an
effective Life Skills education programme for students.
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