Abstract
This paper reports on the mixed-method pan-Canadian research study that examined programmatic considerations within teacher education programs in Canada to determine the extent to which teacher preparation institutions include support for and promotion of well-being as part of their organizational mandate of pre-service teacher development. This paper draws from the survey of teacher candidates across 7 participating sites (teacher education programs) across Canada (n=670). The questionnaire was developed from key literature findings with closed and open-ended questions about the programmatic components and initiatives and their perceived effectiveness and had a set of the same questions regarding dimensions of well-being. Quantitative data analysis will include frequency counts, means, standard deviations, and percentages. Qualitative data from the questionnaires will be inductively analyzed using the constant comparison method. Survey findings provide key insights on the theory and practice of preparing teachers with well-being as a foundation for their professional lives as leaders in education. Recognizing the importance of adult learning in general and professional learning for teachers in particular, the findings for this study provide opportunities for education and other organizations to develop system policies, procedures, practices, and approaching to foreground well-being in all leadership development. Recommendations for best practices from a holistic perspective to support teacher well-being during pre-service education and practicum teaching are highlighted.
Presenters
Benjamin KutsyurubaProfessor, Educational Leadership, Policy, and School Law, Queen's University, Ontario, Canada
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Well-being; Teacher education; Higher education institutions; Capacity; Development
