Forschungsschwerpunkt: Professionsentwicklung

Projektdetails

Hochschule
Pädagogische Hochschule Wien
Sprache
Projektleitung gesamt
Roth, Brigitte;
Projektleitung intern
Roth, Brigitte; Mag. Prof.
Interne Projektmitarbeiter/innen
Jindra, Silvia; Mag. OStR
Externe Projektmitarbeiter/innen
Kooperationspartner
ELTE Tanító- és Óvóképző Kar
Europauniversität Flensburg, EUF
LIU – Linköping University
Tartu Ülikool, Universität Tartu
Universidad de Malaga
University of Chester
Universität Jyväskylä
Laufzeit
2015 – 2018
Beschreibung
The course “Inside out / Outside in – Building bridges in teacher education through encounters with diversity” addresses the question of diversity in the European classrooms by improving the provision of intercultural competence and understanding in pre- and in-service teacher education.
Beschreibung (engl.)
The course “Inside out / Outside in – Building bridges in teacher education through encounters with diversity” addresses the question of diversity in the European classrooms by improving the provision of intercultural competence and understanding in pre- and in-service teacher education.
URL
Bericht

Projektdetails

Hochschule
Pädagogische Hochschule Niederösterreich
Sprache
Projektleitung gesamt
Wiesner, Christian; MMag. Bakk. Bakk.Komm.
Zechner, Kerstin Angelika; Mag. Bakk.phil. Dipl.-Päd. MA Prof.
Projektleitung intern
Wiesner, Christian; MMag. Bakk. Bakk.Komm.
Zechner, Kerstin Angelika; Mag. Bakk.phil. Dipl.-Päd. Institutsleiterin MA Prof.
Interne Projektmitarbeiter/innen
Externe Projektmitarbeiter/innen
Pollak, Isabella; MSc
Schrank, Beate; OÄ Priv.-D
Kooperationspartner
Laufzeit
2021 – 2024
Beschreibung
Well-being is at the heart of teaching and learning. Social and emotional competencies matter for teachers´ professional performance and career management. In most cases teachers` stress and burnout are related to factors such as work overload, increased accountability requirements, lack of autonomy and decision-making power, authoritative management and leadership styles, and school negative climate (Brackett et al., 2010; Carver-Thomas & Darling-Hammond, 2017). Research has also provided evidence to indicate that students learn better in safe, supportive environments, and how teachers` socioemocional competences may affect the learning environment and model/shape students` emotions and behaviour (Jennings, 2015). Moreover, research evidence confirms the common knowledge that teachers experience a lot of stress in their profession when teaching students (Five et al. 2007). There is evidence that organisational factors such as poor communication between colleagues, general dissatisfaction with work or presenteeism are associated with lower teacher wellbeing (Kidger et al. 2016). It was suggested to support teachers in coping with organisational factors of their professions, such as collaboration with colleagues, work-life balance and to stress the positive impact the school management could have through fostering a supportive school atmosphere or stress management techniques (Gray 2017).
Beschreibung (engl.)
URL
Bericht