Bridging the research to practice gap: preparing teachers for wellbeing in a changing landscape

• In Event: Repairing the Educational Landscape: Equipping Teachers to Promote Student Well-Being for Democratic and Flourishing Societies

Abstract

Objectives: How can teacher education repair the research to practice gap and renew teachers for wellbeing in a changing landscape? Dewey’s assertion that democracy must be reborn every generation and that education is crucial in its delivery (Dewey, 1916) raises important considerations in preparing future teachers for wellbeing in a changing landscape. This paper proposes a multidisciplinary approach to improving teacher education and fostering culturally responsive practices to support student and teacher wellbeing. The aim is to prepare new educators to continuously manage their classroom wellbeing, and in so doing consequently effectively support all student’s wellbeing.

Theoretical Framework: The paper builds upon the critical need to address teacher and student wellbeing in a rapidly changing educational landscape (OECD, 2022). It promotes a collective impact framework (Kania & Kramer, 2011) building on Bronfenbrenner's ecological systems theory and the multidimensional wellbeing model emphasising the importance of a collective response in supporting practical self-reflection skills and evidence-based interventions.

Methods: The proposed framework draws on a synthesis of multiple forms of evidence. First, pre-program entry assessment data from approximately 3500 preservice teachers’ which details their perspectives of wellbeing and the significance of wellbeing related beliefs and attitudes in their role as prospective teachers is analysed using structural equation modelling. Further, the authors describe the contemporary evidence from a scoping review of conceptualisations of wellbeing support and a rapid review of the initial teacher education landscape. Finally, findings of the preceding presentations are utilised, and all sources are triangulated to propose a new approach to life-long teacher education and wellbeing in the classroom for impact.

Data Sources: The paper draws on the findings of a desktop modelling analysis of teacher entry data, existing reviews of research on school health promotion, professional learning, teacher demands, cultural competency, and self-reflection skills in teacher education.

Results: This paper demonstrates the link between teacher wellbeing related beliefs and attitudes and intended cultural responsiveness, as well as the significance of wellbeing engagement and self-reflection for new and continuing teachers. It further argues that current continuum of teacher education lacks the necessary focus on preparing educators for the challenges of promoting student wellbeing, as well as teachers’ own wellbeing. Finally, a framework for implementing continuous teacher education is presented.

Scholarly Significance: The paper proposes a multidisciplinary framework for preparing future teachers that integrates wellbeing, cultural competency, self-reflection, and evidence-based interventions. The framework posits a systems thinking approach and points to the responsibility of each of the actors throughout the education ecosystem. This framework has the potential to significantly equip educators with the skills and knowledge to manage their own wellbeing and effectively support a diverse student population. By fostering a new generation of resilient and culturally responsive educators, this approach can contribute to positive classroom climates and improved student learning outcomes, offering hope for the future of education.

Authors

• Janet M Clinton, University of Melbourne

• Laura Dainton Smith, University of Melbourne