Abstract
There is a significant gap in post-graduate teacher education about strengthening teachers’ mental health. This paper outlines the theorising, the understandings and the processes in creating an Education post-graduate, specialisation course of study on teachers’ mental health. In particular, I draw attention to the relational nature of teaching and to the overlooked spiritual dimension of teaching with its links for a socially just future. Further, it proposes that the tandem of reflection about and reflective practice writing are beneficial tools for teachers. Reflecting, writing, and conjecturing possible strategies to understand the complexity of their role is an opportunity for teachers to develop different perspectives that encourage and foster professional relationships which can strengthen their mental health and teaching practice.
Author Information
Debra J. Phillips, Australian Catholic University, Australia
Paper Information
Conference: ECAH2022
Stream: Teaching and Learning
This paper is part of the ECAH2022 Conference Proceedings (View)
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To cite this article:
Phillips D. (2022) Teachers Mental Health: A Post-Graduate Course of Study Designed to Build Robust Teachers Mental Health Through Knowledge, Collegial Support, and Reflective Practice ISSN: 2188-1111 – The European Conference on Arts & Humanities 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1111.2022.5
To link to this article: https://doi.org/10.22492/issn.2188-1111.2022.5
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