This edited volume brings the important topic of teacher well-being to the fore, presenting a range of high quality and cutting-edge contributions that illuminate, advance and educate readers on the challenges and criticality of achieving teacher well-being in English language teaching (ELT). Taking Sarah Mercers call for action to make teacher well-being a priority in the ELT field, and adopting an ecological perspective reflective of the stance that teacher well-being is a societal duty and not a personal responsibility, the contributors present theoretically and methodologically innovative research studies from all around the world. The term teacher is used to refer to those who deliver English instruction in a variety of formal and informal educational settings and at different levels including K-12 schools, adult education, higher education, teacher education programs, and in community organizations. Chapters offer clear implications for research and practice, and explore effective practices and interventions that can contribute to the improvement of teacher well-being overall. Addressing a profession which is not only characterized as being filled with high levels of stress, but delving into specific challenges around ELT in particular, the authors crucially speak to themes around the additional emotional investment and labor which come with being an English language teacher. As such, it will appeal to academics and researchers in the field of English language teaching, including scholar-practitioners, and teacher educators.
This edited volume brings the important topic of teacher well-being to the fore, presenting a range of high quality and cutting-edge contributions that illuminate, advance and educate readers on the challenges and criticality of achieving teacher well-being in English language teaching (ELT).
Recenzijos
The articles in this volume convey a palpable sense of urgency: since English language teacher well-being is essential for English language learners to experience success, something must be done before English language teachers collapse under the weight of the incredible burden they were already bearing prior to the outbreak of the war in the Middle East. - Kathleen Barnard, Teachers College Record
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xi | |
| Introduction: Teacher Well-Being in English Language Teaching: An Ecological Introduction |
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1 | (10) |
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Luis Javier Penton Herrera |
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PART I Positioning Teacher Well-Being in English Language Teaching |
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11 | (32) |
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1 Psychological Perspectives on Teachers' Well-Being: Principles and Possibilities |
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13 | (16) |
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2 Situating Teacher Well-Being in English Language Teaching |
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29 | (14) |
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Luis Javier Penton Herrera |
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PART II Teacher Well-Being at the Microsystem |
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43 | (54) |
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3 A Poetic Autoethnography of When Poetry Became My Synergistic Approach for Pedagogy and Andragogy |
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45 | (20) |
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4 ESL Teacher Well-Being in Sri Lanka: An Autoethnography |
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65 | (16) |
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Lakmini Grant Siriwardana |
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5 Radical (Collective) Self-Care: Reflections for the Activist TESOL Educator |
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81 | (16) |
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PART III Teacher Well-Being at the Mesosystem |
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97 | (90) |
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6 English Language Teacher Well-Being and Professional Identity Construction: A Self-Determination Theory Perspective |
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99 | (14) |
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7 Appreciative Inquiry as a Pathway to Language Teacher Well-Being |
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113 | (16) |
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8 Vicarious Trauma and the Unregulated Education of Preservice Adult Language Instructors |
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129 | (18) |
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9 English Teacher Well-Being in the Face of the Pandemic: An Investigation in the Southeast of Nigeria |
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147 | (12) |
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10 Embedding Well-Being into Language Teacher Education and Professional Development: Starting the Conversation |
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159 | (16) |
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11 Building Young Teacher Well-Being in Universities: A Case Study of the Teachers' Development Center at SISU |
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175 | (12) |
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PART IV Teacher Well-Being at the Macrosystem |
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187 | (66) |
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12 Language Teacher Candidates' Emotion Labor: Transcending Circulating Language Ideologies |
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189 | (18) |
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13 What University-Level Institutions Are Doing to Promote Teacher Self-Care and Well-Being: Reflections from the Gulf |
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207 | (16) |
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14 English Language Teaching Associations on Teacher Well-Being during the COVID-19 Pandemic and Beyond |
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223 | (12) |
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15 Palestinian English Teachers' Challenges for Well-Being and Excellence |
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235 | (18) |
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Anwar Hussein-Abdel Razeq |
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PART V Final Thoughts and Ecological Pathway Forward |
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253 | (11) |
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16 Concluding Thoughts on Teacher Well-Being in English Language Teaching: An Ecological Pathway Forward |
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255 | (9) |
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Luis Javier Penton Herrera |
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| Index |
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264 | |
Luis Javier Pentón Herrera currently serves as Assistant Professor at the University of Warsaw, Poland, in the Department of Modern Languages and The Institute of Applied Linguistics. His current research focuses on social-emotional learning (SEL), emotions, and well-being in language and literacy education, Indigenous students from Latin America, immigrant and refugee education, and autoethnography and storytelling.
Gilda Martķnez-Alba is the Assistant Dean at the College of Education at Towson University, Maryland, USA. Her research interests include English language teacher wellness, asset-based literacy instruction for multilingual learners, and social-emotional learning.
Ethan Trinh is a Vietnamese immigrant, activist, feminist, writer, queer researcher, and teacher educator pursuing their doctorate at the Middle and Secondary Education Department, Georgia State University, USA. Their research interests are autoethnography, storytelling, queer studies, and new materialism in English language teaching.
