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dc.contributor.authorSamnøy, Solrun
dc.contributor.authorJenssen, Eirik S.
dc.contributor.authorThurston, Miranda
dc.contributor.authorWold, Bente
dc.contributor.authorTjomsland, Hege Eikeland
dc.description.abstractIn the context of the contemporary emphasis on the school’s role in supporting student wellbeing, this qualitative study explored the teachers’ experience of a Continuing Professional Development (CPD) programme, which focused on enhancing teachers’ emotional awareness within the context of everyday life. An implicit assumption in this approach is that student wellbeing can be nurtured (or undermined) through the everyday relations of teaching and learning in which emotional experiences are integrated. Focus groups with 22 primary and secondary school teachers in four schools in Norway were carried out, and a thematic analysis was conducted. The findings provide an illustration of how enhancing emotional awareness can strengthen professional competence in ways that can benefit the wellbeing of both teachers and students. The findings might inform a wider debate across national boundaries about the value of prioritising emotional awareness as an aspect of teachers’ CPD regarding their role in supporting student wellbeing.en_US
dc.publisherTaylor & Francisen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.titleEnhancing Teachers’ Emotional Awareness Through Continuing Professional Development: Mission Possible?en_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.rights.holderCopyright 2022 the authorsen_US
dc.source.journalScandinavian Journal of Educational Researchen_US
dc.identifier.citationScandinavian Journal of Educational Research. 2022.en_US

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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal