Teacher Well-Being in English Language Teaching

An Ecological Approach
Herausgeber: Martínez-Alba, Gilda; Trinh, Ethan; Pentón Herrera, Luis Javier

• Broschiertes Buch

Produktbeschreibung

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).

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 284
• Erscheinungstermin: 27. Mai 2024
• Englisch
• Abmessung: 229mm x 152mm x 15mm
• Gewicht: 416g
• ISBN-13: 9781032324203
• ISBN-10: 1032324201
• Artikelnr.: 70347398

Autorenporträt

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 Martínez-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.

Inhaltsangabe

Part 1: 1. Psychological Perspectives on Teachers' Well-being: Principles
and Possibilities 2. Situating Teacher Well-being in English Language
Teaching Part 2: 3. A Poetic Autoethnography of when Poetry Became my
Synergistic Approach for Pedagogy and Andragogy 4. ESL Teacher Well-being
in Sri Lanka: An Autoethnography 5. Radical (Collective) Self-care:
Reflections for the Activist TESOL Educator Part 3: 6. English Language
Teacher Well-being and Professional Identity Construction: A
Self-determination Theory Perspective 7. Appreciative Inquiry as a Pathway
to Language Teacher Well-being 8. Vicarious Trauma and the Unregulated
Education of Pre-service Adult Language Instructors 9. English Teacher
Well-being in the Face of the Pandemic: An Investigation in the South East
of Nigeria 10. Embedding Well-being into Language Teacher Education and
Professional Development: Starting the Conversation 11. Building Young
Teacher Well-being in Universities: A Case Study of the Teachers'
Development Center in SISU Part 4: 12. Language Teacher Candidates' Emotion
Labor: Transcending Circulating Language Ideologies 13. What
University-Level Institutions are Doing to Promote Teacher Self-care and
Well-being: Reflections from the Gulf 14. English Language Teaching
Associations on Teacher Well-being 15. Palestinian English Teachers'
Challenges for Well-being and Excellence Part 5: 16. Concluding Thoughts on
Teacher Well-being in English Language Teaching: An Ecological Pathway
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