The interaction between university teachers’ well-beingand their pedagogical competence
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[1] University of Helsinki
University of Helsinki
Helsinki, Finlandia
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[2] Aalto-University, Finland
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- Localización: Ikaskuntza-irakaskuntza akademikoaren eremu berriak arakatzen / Universidad del País Vasco - Euskal Herriko Unibertsitatea (aut.), 2019, ISBN 978-84-1319-033-4, págs. 559-565
- Idioma: inglés
- Enlaces
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Resumen
Research indicate that teachers are particularly prone to stress and burnout (Skaalvik et al., 2017).However, previous studies have rarely investigated the psychological well-being of university teachers.This study examines how university teachers’ approaches to teaching are related with their well-being.The learning-focused approach to teaching refers to teaching where the teacher aims to support the students’conceptual change and deep understanding, while the content-focused approach is focused ontransmission of information. Well-being is explored through the concepts of stress and burnout. The intensityof stress is a predictor of lack of psychological well-being, whereas burnout is a consequence ofprolonged stress (Skaalvik & Skaalvik 2017).The questionnaire responses (N = 69) on burnout, stress and approaches to teaching were analysedwith interviews of 20 teachers from a variety of disciplines. Results show that well-being is strongly relatedwith approaches to teaching. The content-focused approach correlated positively with elements ofburnout and stress, while the learning-focused approach had a negative correlation with these dimensions.Based on the interviews the early experiences of teaching are specifically stressful due to lack ofpedagogical and collegial support. To conclude, it is important to support the development of the learning-focused approach to teaching, specifically among novice teachers; this can have long-lasting impactsin teachers’ psychological well-being.
