Teaching as Mediation: Shifting Practices to Support Expanded Teacher Identity and Teacher Well-Being

• In Event: Teacher Well-Being and Empowerment

Abstract

This article analyzes the impact of a teacher professional learning program, DIA, in Mexico City by presenting mixed methods data from a randomized control trial. We investigated how teacher identity shifts via participation in the program and how this influences the classroom environment and teacher wellbeing. Findings suggest that the DIA program promotes expansive learning amongst participating teachers by integrating ideational, relational, and materials resources. The DIA tools supported teachers’ expanded sense of identity and a decrease in emotional exhaustion and distress over time. Our analysis suggests that this emotional resiliency could in part be due to the fact that teachers feel more equipped with pedagogical, material, and relational resources.

Authors

• Leah Pena Teeters, University of Colorado - Boulder

• Michelle Shedro, University of Colorado - Boulder

• Caitlin Mckimmy, University of Colorado - Boulder

• Adriana Alvarez, University of Colorado - Denver