A Digital Game Based Social-Emotional Learning Intervention
Teachers worldwide experience significant stress and burnout, impacting their health and the education systems. Recognizing the importance of social, prosocial, and emotional skills in education adds to this complexity. The European Policy Experimentation Project Teaching to Be (2021-2024) in Austria, Italy, Latvia, Lithuania, Norway, Portugal, Slovenia, and Spain, aimed to improve teacher wellbeing through innovative professional development. A digital game-based Online Wellbeing Course and a Teacher’s Handbook were developed in the project to enhance various aspects of teachers‘ professional wellbeing and organizational health. Using a mixed-methods research approach, it evaluated digital interventions on wellbeing, leading to tailored policy recommendations for enhancing teacher professional development and mental health.
Schlagworte
Erasmus KA3 project; Multi-Cultural Research; eudaimonic well-being; cognitive well-being; Lehrpersonen; burn-out; Professionsforschung; Kompetenzentwicklung; school climate; wellbeing; Portugal; being literary; teachers; social-emotional learning; Austria; Spain; Selbstwirksamkeitserwartungen; educational video game; game-based learning; literacies; professional wellbeing; prosocial model; Teaching to be; Europe; Norway; Interaktionsdynamik; educational psychology; self-efficacy; Latvia; Berufsbildung; job demands resources theory; teachers' stress; burnout; wellness; Lithuania; emotional well-being; being literate; Unterrichtsforschung; mental health; positive psychological functioning; social and emotional learning; intentionality; Arbeitserleben; Berufsphase; competencies; School Climate Analytical Framework (SCAF); program implementation; being-in-relationship; Lehrerbildung
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