- Title
- New times, new teachers: valuing social and emotional wellbeing In teacher education
- Creator
- Vincent, Karen; Hazell, Trevor; Allen, Jennifer; Griffiths, Tom G.
- Relation
- Australian Teacher Education Association. Teacher Education: Local & Global. Australian Teacher Education Association. Teacher Education: Local & Global. Conference Proceedings (Gold Coast, Queensland, Australia 6 - 9 July, 2005) p. 447 - 453
- Relation
- http://www.atea.edu.au/
- Publisher
- Australian Teacher Education Association (ATEA)
- Resource Type
- conference paper
- Date
- 2005
- Description
- Schools and education authorities increasingly support a student-centred approach that recognises the relationship between young people’s social and emotional wellbeing and their behaviour and learning outcomes. This support is reflected in federal, state and territory policies and frameworks and a variety of school-based programs designed to build resilience or assist students at risk. Such initiatives advocate a whole-school approach in which student wellbeing – and the creation of a supportive environment – are not only the province of health or welfare staff but are central to the entire school ethos. Quality teachers have always been aware of the social and emotional dimensions of teaching and learning, but schools are now taking a more formal and systematic approach to social and emotional wellbeing. Can our teacher education programs pro-actively prepare graduates for this challenging school context? This paper will explore the inclusion of social and emotional wellbeing in teacher education programs, with a focus on the Response Ability project, a collaborative undertaking between teacher educators and health professionals. The project provides free multi-media resources and support for teacher educators throughout Australia. The presentation will provide an overview of the resources, with qualitative and quantitative feedback from lecturers and pre-service teachers who have used the material.
- Subject
- education; wellbeing; student-centred approach
- Identifier
- http://hdl.handle.net/1959.13/35583
- Identifier
- uon:4058
- Identifier
- ISBN:1920952381
- Language
- eng
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