Teachers' Experiences with Positive Education

Autor/inn/en	Sandholm, Ditte; Simonsen, Julia; Ström, Kristina; Fagerlund, Åse
Titel	Teachers' Experiences with Positive Education
Quelle	In: Cambridge Journal of Education, 53 (2023) 2, S.237-255 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simonsen, Julia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2022.2093839
Schlagwörter	Foreign Countries; Preschool Teachers; Elementary School Teachers; Secondary School Teachers; Special Education Teachers; School Counselors; School Social Workers; Principals; Positive Attitudes; Psychoeducational Methods; Professional Continuing Education; Teaching Experience; Well Being; Teacher Student Relationship; Peer Relationship; Social Development; Emotional Development; Barriers; Professional Development; Individual Development; Finland + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; School counselor; Beratungslehrer; Pädagogischer Berater; Social work in school; Schulsozialarbeiter; Principal; Schulleiter; Berufsfeldbezogener Unterricht; Weiterbildung; Well-being; Wellness; Wohlbefinden; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Soziale Entwicklung; Gefühlsbildung; Individuelle Entwicklung; Finnland
Abstract	Positive education is the teaching of both traditional school skills and skills for enhancing well-being. This study examines teachers' (N = 72) experiences with training in positive education.Qualitative content analysis was used to provide an in-depth understanding of the experiences, and quantitative measures investigated teachers' well-being. Results show that teachers experienced both personal and professional growth. They also saw positive changes in their students. Teachers used methods of positive education e.g. when communicating with students and co-workers, and when supporting the students' socioemotional development.Challenges with implementing positive education practices mostly consisted of lack of time or support from colleagues. The authors argue that positive education is an effective tool for enhanced well-being both for participating teachers and their students and could therefore be utilised on a larger scale. Future studies could focus on whether teachers continue systematic implementing of positive education methods long-term, and the reasons behind continued or discontinued. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01