Enablers and constraints to teacher educator wellbeing amidst institutional accountability cultures: a PERMA perspective
Article
Article Title | Enablers and constraints to teacher educator wellbeing amidst institutional accountability cultures: a PERMA perspective |
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ERA Journal ID | 20008 |
Article Category | Article |
Authors | Larsen, Ellen, Barton, Georgina, Turner, Kristina and Garvis, Susie |
Journal Title | The Australian Educational Researcher |
Number of Pages | 21 |
Year | 2024 |
Publisher | Springer |
Place of Publication | Netherlands |
ISSN | 0311-6999 |
2210-5328 | |
Digital Object Identifier (DOI) | https://doi.org/10.1007/s13384-024-00738-9 |
Web Address (URL) | https://link.springer.com/article/10.1007/s13384-024-00738-9 |
Abstract | The work of contemporary teacher educators in university contexts is under increasing political and public scrutiny as the focus on Initial Teacher Education (ITE) reform intensifies. Consequently, there are growing concerns for teacher educators’ wellbeing amidst escalating expectations and pressures. While research has explored the wellbeing of university academics more generally, less is understood about teacher educators more specifically. This paper aims to deepen understanding of the perceived enablers and constraints influencing how teacher educators experience wellbeing within their everyday work as academics in higher education contexts. Using metalogue as method, nine teacher educators from two Australian universities collectively reflected on their wellbeing during an online focus group session guided by an arts-based activity. Framed by the key constructs of the PERMA wellbeing framework, the ensuing metalogue was analysed thematically. Findings highlighted the particular importance they place on feeling a sense of value, purpose, and meaning in their work as educators for their wellbeing. Findings further showed how the impact of current external reform-driven accountabilities on their work and that of educators in the profession more broadly constrain their wellbeing. These findings have implications for institutional leaders and teacher educators in Australia and internationally where academics are experiencing performative cultures. |
Keywords | Teacher educator ; Accountability ; PERMA; University; Wellbeing ; Teacher education |
Contains Sensitive Content | Does not contain sensitive content |
ANZSRC Field of Research 2020 | 390307. Teacher education and professional development of educators |
Byline Affiliations | University of Southern Queensland |
La Trobe University | |
Griffith University |
https://research.usq.edu.au/item/z7v12/enablers-and-constraints-to-teacher-educator-wellbeing-amidst-institutional-accountability-cultures-a-perma-perspective
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