Creating conditions for thriving: Examining programmatic supports for wellbeing in teacher education programs across Canada

• In Event: Teacher as a profession: Measures to attract and retain more teachers

Proposal

Purpose: The purpose of this research is to examine programmatic considerations within teacher education programs in Canada to determine the extent to which teacher preparation programs includes support for and promotion of teacher wellbeing as part of their pre-service teaching development.
Context: There is a growing and universal demand for well-prepared professionals in education (Authors, 2014) and other service-oriented professions. As the nature of teacher education is changing, re-conceptualizing teacher education programs should take into account how teachers are helped to enable learners to contribute to the new knowledge society and to societal well-being (Edwards, Gilroy, & Hartley, 2002). While each teacher education programs in Canada have unique features, an exploration of the various types of learning experiences that exist, with a focus on equipping students to both embrace their own well-being and to enhance the same in others, will provide much-needed information.
With the increasing attention to well-being and mental health in schools as antecedents of meeting students’ academic, emotional and social needs, more research is needed to understand how educator well-being can be promoted alongside student well-being (Authors, 2015). Recognising the important influences of the teacher on student success, recent research has attended to teacher wellbeing with a focus on the effects of stress as well as focusing on prosocial behaviours (i.e., thriving or flourishing) (Authors, 2018; Jennings & Greenberg, 2009). However, there is minimal research on how teacher education programs can be designed to help pre-service teachers attend to their well-being and foster others’ well-being in their professional work (Redekopp & Huston, 2019). Our research provides an important perspective contributing knowledge and practices about the development of teachers who eventually go on to be leaders in our school systems and societies.
Theoretical Framework: The theoretical framework for this study is interdisciplinary, drawing on research in positive psychology (Bakker & Schaufeli, 2008; Ben-Shahar, 2008; Keyes & Annas, 2009; Seligman & Csikszentmihalyi, 2000), positive organizational scholarship (POS) (Carr, 2004; Gallos, 2008; Luthans & Youssef, 2007; Pace, 2010; Roberts & Dutton, 2009; Seligman, 2002), and work-related learning (Fenwick, 2008; Smith, 2020). We use research in these areas to build a framework for carrying out our research from an educational perspective given that the educational components of some of the practices and interventions that may have roots in positive psychology have direct applications in today’s schools at all levels of education (Authors, 2019). We believe the primary role of teacher candidates, and subsequently, early career and veteran professionals and leaders is to promote flourishing and well-being in themselves and those they serve.
A weakness identified in the literature is the lack of comprehensive research examining the well-being pipeline efforts that enhance the sustainability of well-being starting at the pre-service programs and across the entire span of educators’ careers. There is a need to compare, contrast, and study pre-service programs across a variety of educational settings, and to explore what future best practices might look like from a more holistic perspective (Alexander, Gerofsky & Wideen, 1999; Ralph, Walker & Wimmer, 2010). Therefore, our study aims to help fill this research void and contribute to informing teacher education programs in Canada and elsewhere about the current conditions and the future innovations for the well-being component for flourishing pre-professional education and early-professional development.
Methodology: This research project uses a mixed-method approach (McMillan & Wimmer, 2008), with both qualitative and quantitative strategies, to identify and describe programs, practices, and policies for promoting well-being across teacher education sites in Canada. In this presentation, we detail findings from year two of a three-year project, where we disseminated pan-Canadian questionnaires to the administrators of teacher education programs (approximately 60, according to Association of Canadian Deans of Education) to elicit information about the program components and ways they encourage a focus on preparing for well-being across all aspects of their program. Data collection strategies included a questionnaire developed from key literature findings with closed and open-ended questions about the programmatic components and initiatives and their perceived effectiveness. Qualitative data from the questionnaires were inductively analyzed using the constant comparison method (Gay & Airasian, 2003; Glaser & Strauss, 1967) and compared and contrasted with the themes derived from the review of related research on fostering well-being in pre-service professional programs.
Content Significance: The ever-changing and conflicting professional demands in Canada and elsewhere, necessitate attention to educator well-being and mental health (Authors, 2018; Authors, 2017). We contend this focus must occur during and through educators’ formative and early professional learning experiences in pre-service teacher education and beginning teacher programs. After graduating from the teacher education programs, beginning teachers need not only survive but also thrive, and to continue building their capacity to maintain and sustain their well-being (personal and of others), including through support systems within induction and mentoring programs (Authors, 2019; Authors, 2019). Initial findings from the study indicate that although administrators of teacher education programs report being equipped to address the well-being of teacher candidates, there is still a need to pay attention to building the pillars of wellbeing that support these students in dealing with stress and feeling more resilience as teachers. Building on our findings that show the important of purpose, passion, presence, and play as animating values for leader well-being (Authors, 2016), we suggest attention to teacher flourishing (Authors, 2018) within and across teacher education programs incorporating teacher-based approaches such as mindfulness practices to establish professional mindsets that promote mental health and well-being (Authors, 2018; Zammuner & Galli, 2005). Survey results will provide additional insights on the theory and practice of preparing teachers with well-being as a foundation for their professional lives as leaders in education.

Author

• Benjamin Kutsyuruba, Queen's University