A Conceptual Model for Teacher Trainee Well-being: Challenges and Resources in an Ecological System
Quickfall, A., Clarke, E. and Thompson, S. (2022) A Conceptual Model for Teacher Trainee Well-being: Challenges and Resources in an Ecological System. In: BERA Conference 2022, September 2022, Liverpool.
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Abstract
This poster outlines the development of a conceptual framework, based on the findings from initial data collection investigating well-being in Initial Teacher Education (ITE) (Thompson et al., 2020; Quickfall, Clarke and Thompson, 2021). In England there are sustained and significant issues in both teacher recruitment and retention (Perryman and Calvert, 2020, Worth, 2022), making this research pertinent. Studies on teachers’ well-being are growing in number but tend to focus on factors which lead to stress and poor well-being, rather than those that support or promote health (Roffey, 2012). Studies have highlighted how teacher well-being affects teaching, student motivation and retention, and that issues related to well-being are one of the most cited factors for leaving the profession (Collie, Shapka, Perry and Martin, 2015; Ofsted, 2019). Research on supporting and developing well-being for children in schools is growing, and government policies and publications have more recently highlighted this as an area of focus (DfE, 2018). However there remains a paucity of research into well-being for trainee teachers at a time when the recruitment crisis and mentor capacity in schools is far from resolved (Worth, 2022).
| Item Type: | Conference or Workshop Item (Poster) |
|---|---|
| Divisions: | School of Teacher Development |
| Depositing User: | Aimee Quickfall |
| Date Deposited: | 03 Jan 2023 10:42 |
| Last Modified: | 03 Jan 2023 10:42 |
| URI: | https://bgro.repository.guildhe.ac.uk/id/eprint/990 |
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