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URN: urn:nbn:de:0111-pedocs-299132
DOI: 10.25656/01:29913; 10.35468/6091-05
URN: urn:nbn:de:0111-pedocs-299132
DOI: 10.25656/01:29913; 10.35468/6091-05
| Titel |
Developing and implementing a cross-cultural digital intervention on teachers' professional well-being in a Norwegian context |
|---|---|
| Autoren |
Lillelien, Kaja  ;
Rekstad, Trond;
Jensen, Maria Therese  |
| Originalveröffentlichung | Martinsone, Baiba [Hrsg.]; Jensen, Maria Therese [Hrsg.]; Wiesner, Christian [Hrsg.]; Zechner, Kerstin Angelika [Hrsg.]: Teachers' professional wellbeing. A digital game based social-emotional learning intervention. Bad Heilbrunn : Verlag Julius Klinkhardt 2024, S. 107-123 |
| Dokument | Volltext (975 KB) |
| Lizenz des Dokumentes |
|
| Schlagwörter (Deutsch) | Lehrer; Wohlbefinden; Profession; Forschung; Soziales Lernen; Emotionales Lernen; Stress; Belastung; Selbstwirksamkeit; Burnout-Syndrom; Lehrerbildung; Lehrberuf; Mental Health; Kompetenzentwicklung; Unterrichtsforschung; Berufsbildung; Pädagogische Psychologie; Spielerisches Lernen; Unterrichtsklima; Sozio-emotionaler Faktor; Programm; Implementierung; Videospiel; Intervention; Resilienz; Gesundheit; Interkulturelle Forschung; Internationaler Vergleich; Europa; Norwegen |
| Teildisziplin | Empirische Bildungsforschung Schulpädagogik |
| Dokumentart | Aufsatz (Sammelwerk) |
| ISBN | 978-3-7815-6091-8; 978-3-7815-2636-5; 9783781560918; 9783781526365 |
| Sprache | Englisch |
| Erscheinungsjahr | 2024 |
| Begutachtungsstatus | (Verlags-)Lektorat |
| Abstract (Englisch): | Teaching is considered a stressful occupation, characterized by a high workload and lack of resources, which may result in burnout and turnover. In Norway, turnover rates among teachers are high, and focusing on actions to retain teachers in their jobs is therefore essential. School interventions have mainly focused on the students, whereas less attention has been given to the teachers. Thus, in the current chapter, we describe the development and implementation of a digital intervention aimed at increasing teachers’ professional well-being in a Norwegian context, and what factors may have affected the quality of this implementation. First, we present the concept of professional well-being, and the development of the digital intervention using the theoretical framework of the Job-Demands Resources Model (JD-R) (Bakker & Demerouti, 2007). Second, we describe some core characteristics of implementation quality, specifically drawing on implementation quality frameworks. Third, we describe how the digital intervention was implemented in the Norwegian school context, and further, how factors at the school level and the individual level might have related to the quality of the implementation. Finally, we present a conclusion and some learning points related to future interventions aimed at teacher professional well-being in a Norwegian context. (DIPF/Orig.) |
| Beitrag in: | Teachers' professional wellbeing. A digital game based social-emotional learning intervention |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
|
| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Bestellmöglichkeit | Kaufmöglichkeit prüfen in buchhandel.de |
| Eintrag erfolgte am | 21.05.2024 |
| Quellenangabe | Lillelien, Kaja; Rekstad, Trond; Jensen, Maria Therese: Developing and implementing a cross-cultural digital intervention on teachers' professional well-being in a Norwegian context - In: Martinsone, Baiba [Hrsg.]; Jensen, Maria Therese [Hrsg.]; Wiesner, Christian [Hrsg.]; Zechner, Kerstin Angelika [Hrsg.]: Teachers' professional wellbeing. A digital game based social-emotional learning intervention. Bad Heilbrunn : Verlag Julius Klinkhardt 2024, S. 107-123 - URN: urn:nbn:de:0111-pedocs-299132 - DOI: 10.25656/01:29913; 10.35468/6091-05 |
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