“Teacher Burnout Is One of My Greatest Fears”: Interrupting a Narrative on Fire

Teacher burnout is often positioned as a common result of the complex demands of the teaching profession (García-Carmona et al., 2019). While there is no denying the demanding nature of teaching, in this article we present an alternative perspective on the widespread burnout discussion that distinguishes between burnout and the complexities of teacher attrition, and offer a more hopeful and strengths-based approach to the teaching profession. In a qualitative study that analyzed the anticipatory beliefs that pre-service teachers expressed in a reflective assignment for a course focused on Comprehensive School Health (CSH), we found evidence to suggest that the burnout narrative may threaten teacher candidates’ self-efficacy before entering the teaching profession. We call for a disruption to the overemphasis of burnout narratives in teacher education programs as they may undermine the profession.L’épuisement professionnel des enseignants est souvent perçu comme un résultat commun découlant des exigences complexes de la profession d’enseignant (Garcia-Carmona et al., 2019). Bien que la nature exigeante de l’enseignement soit indéniable, nous présentons dans cet article une perspective alternative sur la discussion générale concernant l’épuisement professionnel qui fait la distinction entre l’épuisement professionnel et les complexités de l’attrition des enseignants, et offre une approche plus optimiste et fondée sur les forces de la profession enseignante. Une étude qualitative a analysé les croyances anticipées exprimées par des enseignants en formation initiale. Dans un travail de réflexion effectué par ceux-ci dans le cadre d’un cours axé sur la santé scolaire globale, nous avons trouvé des preuves qui indiquent que le discours sur l’épuisement professionnel peut menacer l’autoefficacité des candidats avant même leur entrée dans la profession. Nous appelons à une cessation de la trop grande importance accordée aux récits d’épuisement professionnel dans les programmes de formation à l’enseignement puisqu’elle pourrait miner la profession

An Adaptive Superintendent Induction Program

This study examined a recently established induction program for new superintendents in the Canadian province of Alberta over a three-year period. In keeping with principles of design-based research data were collected from a variety of sources from the 26 new superintendents and their 25 mentors to assess and adjust programming through three design research cycles. Data from surveys, focus groups, interviews, participant observations and participant reflections were analyzed at the end of each year, and the findings were used to adapt the next program iteration. Results from the study indicate that the transitions of educational leaders into new positions as superintendents are more likely to be successful though access to quality induction programs that feature the following five program components: (1) standards based design, (2) orientation, (3) trained mentorship, (4) like-group support, and (5) large-group support. Further, this research supports the development of such induction programs through reciprocal change processes characterized by informed design, dialogic adoption, implementation as learning, and meaningful outcomes

Voice, choice and power: Contested spaces in charter schools

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Liberal community and its application to education policy and practice : reconciling tensions and realising possibilities

EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Flourishing and Well-being in the Academy: A Capabilities Approach

Increased wellness and mental health strategies have been implemented across campuses in post-secondary institutions, which is reflective of the broader discourse on wellness in societies.  In response to increased awareness of wellness on campuses, universities respond in various ways which include student and staff engagement surveys, academic plans that include wellness, and institutional mental health strategies.  While these initiatives are important to support the communities that universities serve, such initiatives may do better if a more robust notion of wellbeing underpins these initiatives.  In this paper, I draw upon Nussbaum’s capabilities to broaden the discourse on wellbeing in academia.  I argue that considering wellbeing through a capabilities approach may provide a better normative framework to address more substantive tensions that undermine academics’ well-being

Interpreting 21st Century Educational Reform in Alberta: A Pilot Study

This paper will highlight the unique findings of a pilot study designed to understand the interpretations made by classroom teachers of 21st century educational reform, with particular attention on the effects of these findings for pre-service teacher education. The study was conducted with two teachers and two school-based leaders in one Alberta school division known for its commitment to 21st century educational ideals. It was found that both teachers and school-based leaders are interpreting 21st century education in very different ways. Most interestingly is the propensity for 21st century education to become hallmarked by one aspect that then becomes foundational.YesUniversity of Calgary Werklund School of Education, Galileo Educational Network, Navigator, Centaur Products Inc., Marathon Oi

Supporting Syrian Refugee Students in Alberta: A Primer

This pamphlet serves to give a cursory basis knowledge for teachers to support Syrian refugee students in their classrooms.N

Research brief: Pre-service teacher education availability in rural Canadian communities

While the majority of Canadian university-based pre-service teacher education takes place within central and southern urban centers, limited programming is available for individuals who wish to pursue Bachelor of Education training in rural Canada. This document provides a summary of current Canadian options for rural pre-service teacher development also known as community-based teacher education.N

A Review of the Literature on The Educational Situation of Syrian Refugee Students With a Focus on Refugee Education Best Practices

This review of the literature on Syrian Refugee Education focuses on refugee education best practices around the world. The review is focused on four (4) key topic areas. Some relate directly to Syrian refugees, however research written about other refugee groups or refugees in general was included in order to summarize full extent of the variety of practices available.NoProgram for Undergraduate Research Experienc