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Embedding therapeutic training in teacher education: building resilience in teachers.

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journal contribution
posted on 16.09.2014 by Sarah Turner, Maggie Braine
Early career teachers are under considerable pressure and are expected to adjust quickly to the complex and demanding role of teaching. The percentage of teachers who leave the profession within the first five years is concerning (Carlyle and Woods, 2002; Wilhelm et al., 2000). This study researched the emotional effects on the teaching and personal lives of early career teachers and was funded by Loughborough University Design Education Research Group. We employed a mixed methods approach. A pre questionnaire ascertained early career teachers’ school experiences and the consequences (if any) on their personal lives. In response to this, 44 teachers in four different schools were offered six hours of therapeutic training. A follow-up questionnaire and group interviews considered the impact of the training on practice. Key findings indicated that therapeutic training was beneficial for normalising many of the concerns raised. It offered an opportunity to share situations within a group which improved teachers’ self- awareness and their awareness of others. The main conclusions revealed the deep physical and emotional exhaustion experienced by these teachers. The impact of the therapeutic training appeared to be extremely positive. This suggests it could be a significant area to be covered during a teacher education course to build resilience to sustain teachers in the profession.

History

School

  • Design

Published in

Teacher Education Advancement Network [TEAN] Journal

Volume

5

Issue

1

Pages

p4 - 18 (14)

Citation

TURNER, S. and BRAINE, M., 2013. Embedding therapeutic training in teacher education: building resilience in teachers. Teacher Education Advancement Network [TEAN] Journal, 5 (1), pp. 4 - 18

Publisher

TEAN / © University of Cumbria

Version

VoR (Version of Record)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2013

Notes

This article was published in the serial The Teacher Education Advancement Network Journal [TEAN / © University of Cumbria]. The definitive version is available at: http://bit.ly/135fcdn

ISSN

2054-5266

Publisher version

Language

en

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