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Social support, well-being, and teac...

LAM, Bick-har.

Social support, well-being, and teacher development

Record Type:	Electronic resources : Monograph/item
Title/Author:	Social support, well-being, and teacher developmentby Bick-har LAM.
Author:	LAM, Bick-har.
Published:	Singapore :Springer Singapore :2019.
Description:	xvii, 312 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	TeachersIn-service training.
Online resource:	https://doi.org/10.1007/978-981-13-3577-8
ISBN:	9789811335778$q(electronic bk.)

Social support, well-being, and teacher development
LAM, Bick-har.

Social support, well-being, and teacher development[electronic resource] /by Bick-har LAM. - Singapore :Springer Singapore :2019. - xvii, 312 p. :ill., digital ;24 cm.

1 Introduction -- 2 Understanding social support -- 3 Well-being, psychological adjustments, and effective social support giving -- 4 Social support, student outcomes, and teaching strategies -- 5 Expert teachers' social support behaviours: A humanised classroom characterised by productive learning -- 6 Social support giving and teacher development -- 7 Conclusion: Constructing a supportive environment for student learning and teacher development.

This book uses social support as a central theme to provide a sound underpinning for guiding teachers to play more supportive roles in schools. It comprises a series of empirical studies that address the psychological processes involved in feeling supported and providing support, and which demonstrate how students' and teachers' well-being can be enhanced through learning and teaching in the classroom. The distinction between teachers who are caring mentors and those who simply impart knowledge has attracted considerable interest among researchers; however, in the twenty-first century education seems to be playing a more restricted role, due to the predominant focus on performance outcomes. This book addresses and identifies teachers' expanding role in education. It describes various types of support that teachers can offer students, and which serve to enhance a range of learning outcomes. Further, it provides evidence suggesting that teachers' commitment to learner development is a prerequisite for a satisfying teaching career, and that teachers' knowledge, skills and ability to provide social support in the classroom form a pathway of professional learning that can take their teaching expertise to a higher level. Lastly, the book offers policymakers suggestions on how to rekindle social support in an increasingly globalised setting in which people are becoming more and more disconnected. Given its multidisciplinary approach, the book is a unique contribution within its subject area, and will be of interest to practitioners in education and beyond. "Lam provides a roadmap for educators on what is perhaps the most crucial, and yet under-heralded classroom skill of all-emotionally supporting our learners. This book presents not only the arguments and evidence base for the importance of teachers' social support of students, but also presents practical ideas that can help catalyze new and more effective teaching practices." --Richard M. Ryan, Professor, Institute for Positive Psychology and Education, Australian Catholic University.

ISBN: 9789811335778$q(electronic bk.)

Standard No.: 10.1007/978-981-13-3577-8doiSubjects--Topical Terms:

294731
Teachers
--In-service training.

LC Class. No.: LB1731 / .L363 2019

Dewey Class. No.: 370.711

Social support, well-being, and teacher development
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505 0 $a 1 Introduction -- 2 Understanding social support -- 3 Well-being, psychological adjustments, and effective social support giving -- 4 Social support, student outcomes, and teaching strategies -- 5 Expert teachers' social support behaviours: A humanised classroom characterised by productive learning -- 6 Social support giving and teacher development -- 7 Conclusion: Constructing a supportive environment for student learning and teacher development.
520 $a This book uses social support as a central theme to provide a sound underpinning for guiding teachers to play more supportive roles in schools. It comprises a series of empirical studies that address the psychological processes involved in feeling supported and providing support, and which demonstrate how students' and teachers' well-being can be enhanced through learning and teaching in the classroom. The distinction between teachers who are caring mentors and those who simply impart knowledge has attracted considerable interest among researchers; however, in the twenty-first century education seems to be playing a more restricted role, due to the predominant focus on performance outcomes. This book addresses and identifies teachers' expanding role in education. It describes various types of support that teachers can offer students, and which serve to enhance a range of learning outcomes. Further, it provides evidence suggesting that teachers' commitment to learner development is a prerequisite for a satisfying teaching career, and that teachers' knowledge, skills and ability to provide social support in the classroom form a pathway of professional learning that can take their teaching expertise to a higher level. Lastly, the book offers policymakers suggestions on how to rekindle social support in an increasingly globalised setting in which people are becoming more and more disconnected. Given its multidisciplinary approach, the book is a unique contribution within its subject area, and will be of interest to practitioners in education and beyond. "Lam provides a roadmap for educators on what is perhaps the most crucial, and yet under-heralded classroom skill of all-emotionally supporting our learners. This book presents not only the arguments and evidence base for the importance of teachers' social support of students, but also presents practical ideas that can help catalyze new and more effective teaching practices." --Richard M. Ryan, Professor, Institute for Positive Psychology and Education, Australian Catholic University.
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