10 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, t...

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Bibliographic Details
Published inEuropean Journal of Applied Linguistics and TEFL Vol. 12; no. 1; p. 191
Main Authors Cinaglia, Carlo, Montgomery, D. Philip, De Costa, Peter I
Format Journal Article
LanguageEnglish
Published LinguaBooks Academic Publishing 01.05.2023
Subjects
Psychological aspects
Teachers
Teaching
China
United Kingdom
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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. KEYWORDS Teacher well-being, agency, cultures of care.
ISSN:2192-1032