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001-es BibID:BIBFORM059685
Első szerző:Pusztai Gabriella (nevelésszociológus, oktatáskutató)
Cím:The role of social networks in the wellbeing of teacher education students : Analysis of the campus contacts of teacher education students from two countries / Pusztai Gabriella, Kovács Klára, Kardos Katalin
Dátum:2014
Megjegyzések:Maintaining the mental wellbeing of teachers is one of the key elements of a wellfunctioning educational system. Research shows that teachers in general experiencelower job satisfaction and poorer mental health than those with other highly stressfulprofessions, most likely because teachers tend to doubt the meaningfulness of theirwork (Travers & Cooper, 1993, 2012). How do TE students find meaning in theirfuture work? What does meaningful work mean for a teacher? "That the individualbelieves is making the world a better place"? (Wrzesniewski, 2011, p. 47) Theambiguity of teacher status was found to be the main negative factor when it comesto the mental wellbeing of teachers in CEE countries where the perception of theteachers' prestige seemed especially obscure. Additionally to the overall loss ofprestige of the teaching profession in society, the authority of teachers has decreasedbecause during Communism for decades schools and many professions wereperceived as broadcasters of the totalitarian ideology. This might be a partly thecause that during the last few decades the professional self-esteem became lower inCentral and Eastern European countries. After the political transformation it was notobvious enough in the eyes of the public that the contribution of the educationalsystem is very important in the sustainable development of economy and in addition,the government's neoliberal economic approach suggested that it is appropriate todeprive the financial resources from public institutions and public services. As aresult of the factors listed above, teacher education students also share theunfavorable view of their future status in comparison to their counterparts (Pusztai& Fónai, 2012). The aim of this study is to explore the effects of some social factors,which could contribute to supporting a more stable mental health of students inteacher education. We assume that teacher education (TE) students' contacts, levelof religiosity, and advanced level of physical activity can function as protectivefactors from mental disorders. The theoretical background for our analysis is builton two pillars: the first pillar is the positive educational sociology, which focuses oninvestigating the protective factors that contribute to the professional well-being ofstudents and future teachers (Sebbins, 2009; Seligman & Csikszentmihalyi, 2000).
ISBN:978 80 561 0122 3
Tárgyszavak:Bölcsészettudományok Neveléstudományok könyvfejezet
teacher education
social network
Megjelenés:Comparative Research on Teacher Education / eds. Pusztai Gabriella, Engler Ágnes. - p. 122-139. -
További szerzők:Kovács Klára (1987-) (oktatáskutató, szociológus) Kardos Katalin (1987-) (nevelésszociológus, pedagógus)
Internet cím:Intézményi repozitóriumban (DEA) tárolt változat
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