Journal article
Teachers prioritise relationships over curriculum for student well-being
Pedagogy, Culture and Society, Vol.32(2), pp.473-489
2024
Abstract
Survey research among Australian teachers revealed that teachers experience tensions between student well-being concerns and the demands of academic performance and improvement agendas. Qualitative findings revealed teachers view student-teacher relationships as imperative to student well-being and academic development. However, in a time of metrics-based education systems and pre-packaged programmes, a focus on strengthening teacher-student relationships is somewhat incongruent with current content-delivery trends and funding priorities. Teachers promoted a concept of holistic education that accorded with socio-ecological models of living and learning. These findings point to a need to better understand how to best resource student-teacher relationships for productive learning.
Details
- Title
- Teachers prioritise relationships over curriculum for student well-being
- Authors
- Alison Willis (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
- Publication details
- Pedagogy, Culture and Society, Vol.32(2), pp.473-489
- Publisher
- Routledge
- DOI
- 10.1080/14681366.2022.2055116
- ISSN
- 1747-5104
- Organisation Unit
- Indigenous and Transcultural Research Centre; University of the Sunshine Coast, Queensland; School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 99622937102621
- Output Type
- Journal article
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- Education & Educational Research
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