Revisioning ‘Being’ in Education: Tools for Critical Reflection, Transformation and Sustainability in Higher Education

Alesia Mickle Moldavan

doi:10.1108/978-1-80592-413-520251017

Revisioning ‘Being’ in Education: Tools for Critical Reflection, Transformation and Sustainability in Higher Education

Alesia Mickle Moldavan

Elementary & Special Education

Research output: Contribution to book or proceeding › Chapter › peer-review

Abstract

Teaching in higher education (HE) can be professionally and personally demanding. For faculty to balance the demands of their work with their pedagogical love, they must explore their sense of ‘being’ in the context of humanised education. This chapter critiques ‘being’ through ‘teacher well-being’, which includes the multidimensional aspects of wellness within contextual, environmental and personal factors. A digital resource called ‘EduBeing’ and the experience using the resource within teacher education are shared to prompt critical reflections on well-being. Suggestions are made for ways in which HE can prioritise this approach, to develop a critical orientation and awareness towards pedagogical well-being.

Original language	English
Title of host publication	Pedagogy in Higher Education
Subtitle of host publication	Purpose, Practice and Relationships
Publisher	Emerald Group Publishing Ltd.
Pages	191-208
Number of pages	18
ISBN (Electronic)	9781805924135
ISBN (Print)	9781805924142
DOIs	https://doi.org/10.1108/978-1-80592-413-520251017
State	Published - Jan 1 2025

Scopus Subject Areas

General Social Sciences

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10.1108/978-1-80592-413-520251017

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Revisioning ‘Being’ in Education: Tools for Critical Reflection, Transformation and Sustainability in Higher Education

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