McKay, Loraine and Barton, Georgina (2018) Exploring how arts-based reflection can support teachers' resilience and well-being. Teaching and Teacher Education, 75. pp. 356-365. ISSN 0742-051X
Abstract
Teaching is a complex profession, and it can have a significant impact on teachers' wellbeing. Awareness of
personal and contextual factors that support resilience can help to improve teachers' wellbeing and counter
burnout. Three case studies are presented to illustrate how arts-based reflection helped the participants to identify
and express their thoughts, feelings and actions within their complex work space. A range of arts-based
reflective practices, helped to elicit participants' awareness of the personal and contextual resources that supported their resilience and wellbeing. Such practices enabled them to reimagine their roles by identifying personal, strategic and contextual resources that could support and protect their resilience and wellbeing.
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Statistics for this ePrint Item |
| Item Type: | Article (Commonwealth Reporting Category C) |
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| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Permanent restricted access to Published version, in accordance with the copyright policy of the publisher. |
| Faculty/School / Institute/Centre: | Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood |
| Date Deposited: | 12 Nov 2018 04:48 |
| Last Modified: | 16 Nov 2018 00:46 |
| Uncontrolled Keywords: | arts-based reflection; resilience; teachers; wellbeing |
| Fields of Research : | 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators |
| Identification Number or DOI: | 10.1016/j.tate.2018.07.012 |
| URI: | http://eprints.usq.edu.au/id/eprint/34631 |
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