Abstract
| Original language | English |
|---|---|
| Title of host publication | Reflective Practice in Teaching |
| Subtitle of host publication | Pre-Service Teachers and the Lens of Life Experience |
| Editors | Gretchen Geng, Pamela Smith, Paul Black, Yoshi Budd, Leigh Disney |
| Place of Publication | Singapore Singapore |
| Publisher | Springer |
| Chapter | 23 |
| Pages | 157-164 |
| Number of pages | 8 |
| Edition | 1st |
| ISBN (Electronic) | 9789811394751 |
| ISBN (Print) | 9789811394744 |
| DOIs | |
| Publication status | Published - 2019 |
Cite this
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Considering the role of well-being in education. / Disney, Leigh.
Reflective Practice in Teaching: Pre-Service Teachers and the Lens of Life Experience. ed. / Gretchen Geng; Pamela Smith; Paul Black; Yoshi Budd; Leigh Disney. 1st. ed. Singapore Singapore : Springer, 2019. p. 157-164.Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Other › peer-review
TY - CHAP
T1 - Considering the role of well-being in education
AU - Disney, Leigh
PY - 2019
Y1 - 2019
N2 - As an early career practitioner, I was very much focused on curricula, pedagogy and behaviour management within my teaching practice. I believed that concentrating on those elements of teaching would allow me to walk into any educational environment and have the ability to ply my trade regardless of the individual personalities of the children I taught. I was aware of children’s differing capacities and would certainly cater my teaching style to fit the needs of the child; however, it was not until I worked with a particularly challenging young boy in a child care centre that I realized something was missing from my understanding of how to best help children reach their potential. The child’s primary educator taught me how to consider the child from a ‘goodness-of-fit’ model (Churchhill in Early Child Educ J 31(2):113–118, 2003), focusing on the child’s well-being as a way to maximize the child’s learning. Through a process of self-study, I was able to reimagine my educative practice within early childhood environments to move beyond the basics of what I had known and began to consider other holistic elements of children’s development, namely well-being.
AB - As an early career practitioner, I was very much focused on curricula, pedagogy and behaviour management within my teaching practice. I believed that concentrating on those elements of teaching would allow me to walk into any educational environment and have the ability to ply my trade regardless of the individual personalities of the children I taught. I was aware of children’s differing capacities and would certainly cater my teaching style to fit the needs of the child; however, it was not until I worked with a particularly challenging young boy in a child care centre that I realized something was missing from my understanding of how to best help children reach their potential. The child’s primary educator taught me how to consider the child from a ‘goodness-of-fit’ model (Churchhill in Early Child Educ J 31(2):113–118, 2003), focusing on the child’s well-being as a way to maximize the child’s learning. Through a process of self-study, I was able to reimagine my educative practice within early childhood environments to move beyond the basics of what I had known and began to consider other holistic elements of children’s development, namely well-being.
U2 - 10.1007/978-981-13-9475-1_23
DO - 10.1007/978-981-13-9475-1_23
M3 - Chapter (Book)
SN - 9789811394744
SP - 157
EP - 164
BT - Reflective Practice in Teaching
A2 - Geng, Gretchen
A2 - Smith, Pamela
A2 - Black, Paul
A2 - Budd, Yoshi
A2 - Disney, Leigh
PB - Springer
CY - Singapore Singapore
ER -