TEACHING-AS-CARING AND CARING INSTITUTIONS: AN ECOLOGICAL VIEW OF TESOL TEACHER WELL-BEING

This study explores how teachers well-being is shaped by their ability to participate in cultures of care through their teaching practices and within their respective institutions. With a focus on teacher agency at play in their interactions with students, colleagues, and their institutions, this st...

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Bibliographic Details
Published inEuropean Journal of Applied Linguistics and TEFL Vol. 12; no. 1; pp. 191 - 211
Main Authors Cinaglia, Carlo, Montgomery, D Philip, De Costa, Peter I
Format Journal Article
LanguageEnglish
Published Halifax LinguaBooks Academic Publishing 01.01.2023
Subjects
Affordances
Applied Linguistics
Attrition (Research Studies)
Caring
Classroom communication
Content and Language Integrated Learning
Creativity
Cultural instruction
Culture
Curriculum Implementation
Ecology
Education
Educational Practices
Emotions
English (Second Language)
English as a second language teaching methods
English teachers
Holistic Approach
Human agency
Institutional Environment
Integrated Activities
Interpersonal Relationship
Interviews
Language
Language Research
Language teachers
Learning
Learning Activities
Life Satisfaction
Linguistics
Literature Reviews
Negative Attitudes
Pedagogy
Positive Attitudes
Practicums
Preservice Teachers
Second language teachers
Students
System theory
Teachers
Teaching
Teaching Methods
TESOL
Work life balance
Workloads
Austria
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Summary:This study explores how teachers well-being is shaped by their ability to participate in cultures of care through their teaching practices and within their respective institutions. With a focus on teacher agency at play in their interactions with students, colleagues, and their institutions, this study contributes to a growing body of research examining language teacher well-being from an ecological perspective. Analysis of interviews and other artefacts illustrates how teacher agency in enacting and participating in cultures of care was both supported and constrained. Findings illustrate the potential for institutional cultures of care to promote or jeopardise teacher well-being based on whether teacher agency is supported or constrained in enacting teaching practices in line with teachers values. This study adds to an ecological understanding of teacher well-being by highlighting how well-being is shaped by individual teachers practices as well as affordances and constraints within teachers institutional contexts.
ISSN:2192-1032