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Educators can be re-energized through innovating new meaning and purpose by working with a team to integrate research in peacebuilding and English language teaching. This presentation describes a small group of Christian language educators who were renewed through collective reflective practice and research on infusing peacebuilding theory and practice into their teaching. A conceptual framework and practical suggestions for encouraging educators interested in integrating peacebuilding into their work as language teachers will be provided.
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Teaching for Peace, Renewing the Spirit
Cheryl Woelk
TESOL 2014 Portland, OR, USA
Two Frameworks for Education
Language Education• Language
acquisition• Linguistics• Methodologies• Assessments• Language planning
& policy• Multilingualism• Translation• Etc
Peace Education• Conflict resolution
skills• Mediation &
negotiation• Trauma healing• Restorative justice• Nonviolence• International
development• Organizational
change• Etc
Two Frameworks for Education
Language Education Peace Education• Global issues
• Intercultural communication• Coaching & facilitation skills• Community & relationships• Value-based teacher education• Identity transformation• Narratives & social discourse• Etc
Two Frameworks for Education
Language Education Peace Education
Teacher Resilience
Resilience…
Protects against teacher “burnout”: Stems from “prolonged, constant,
intensive interaction with people in an emotionally charged atmosphere”
(Schwab, 1983)
Emotional
exhaustion
Depersonalization
Sense of lack of
accomplishmen
t
(Maslach et al., 2014)
Teacher Burnout
Resilience…
Protects against teacher “burnout”: Possible causes include…
Chronic work stress (Steinhardt et al., 2011)
Need for mentors (Fore, Martin & Bender, 2002)
Lack of significance in teaching (Pines, 2002)
Perception of behaviour issues and classroom conflict (Fernet et al., 2012)
Teachers’ emotional, physical, or social needs not being met (Gold & Roth, 2013)
A story of renewal…
Emotional exhaustion
Disconnection from students
Feeling discouraged
A story of renewal…
Chronic work stress Taking time away from it all
Need for mentors Mutual mentoring
Lack of significance Meaningful content
Perceptions of conflict Building skills
Needs not being met Space for emotional expression, social connection,
interpersonal support
Key Theories
Constructivism
Ethic of care
Appreciative inquiry
Reflective practice
Gathering Framework
Focus points Essential questions Searching for answers Sharing our learning Making connections Suggested resources
A Few Topics
Exploring our
identities
Creating space
Knowing our spirituality
Caring for health needs
Transforming conflict
Nurturing justice
Encouraging trauma healing
Finding our security
Renewing our
education
Sustaining our
leadership
Essential Questions
1. What do we know about our spirituality?
2. How does our spirituality support our rest and renewal?
3. What resources of resiliency do we have from our spirituality?
4. How do our spiritual communities sustain us in our work and life?
5. What goals do we have for nurturing our spirituality?
Further ImplementationGather a group together
Meet regularly
Ongoing feedback and follow-up
Renewal extending to classroom and curriculum
Further Implementation
Language for Peace Project – broadening and continuing the conversation
More opportunities for reflection Sharing in communities of educators language4peace.org
Teaching for PeaceRenewing the Spirit
References
Fernet, C., Guay, F., Senécal, C., Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514-525.
Fore, C., Martin, C., & Bender, W.N. (2002). Teacher burnout In special education: The causes and the recommended solutions. The High School Journal, 86(1), 36-44. doi: 10.1353/hsj.2002.0017
Gold, Y. R., R.A. (2013). Teachers managing stress & preventing burnout. New York, NY: Routledge.
MacNair, R. M. (2003). The psychology of peace: An introduction. Westport, CT: Praeger.
Marlowe, B. A., & Page, M. L. (2005). Creating and sustaining the constructivist classroom. Thousand Oaks, CA: Corwin Press.
Maslach, C., Jackson, S.E., Leiter, M.P., Schaufeli, W.B. & Schwab, R.L. (2014). Maslach Burnout Inventory. Retrieved March 3, 2014, from http://www.mindgarden.com/products/mbi.htm
References
Menkhaus, K. (2013). Making sense of resilience in peacebuilding contexts: Approaches, applications, implications Geneva Peacebuilding Platform (Vol. 6).
Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York, NY: Teachers College Press.
Noddings, N. (2008). Caring and peace education. Encylcopedia of Peace Education: Teachers College Columbia University. Retrieved from http://www.tc.edu/centers/epe/
Phillips, G. (2008). Resilience in practice interventions. Child Care in Practice, 45-54.
Pines, A. M. (2002). Teacher burnout: A psychodynamic existential perspective. Teachers and Teaching: Theory and Practice, 8(2), 121-140. doi: 10.1080/13540600220127331
Ramsey, M., Knight, R.A., Knight, M.L., & Verdon, T. (2011). Telic state teaching: Understanding the relationships among classroom conflict strategies, humor, and teacher burnout of university faculty. Florida Communication Journal, 39(1), 1-15.
References
Schwab, R. L. (1983). Teacher burnout: Moving beyond "pyschobabble". Theory Into Practice, 22(1), 21-26. doi: 10.1080/00405848309543033
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625.
Steinhardt, M. A., Smith Jaggars, S.E., Faulk, K.E., & Gloria, C.T. (2011). Chronic work stress and depressive symptoms: Assessing the mediating role of teacher burnout. Stress and Health, 27(5), 420-429. doi: 10.1002/smi.1394
Vandenburghe, R., & Huberman, A. M. (1999). Understanding and preventing teacher burnout: a sourcebook of international research and practice. Cambridge, UK: Cambridge University Press.
