Prioritising well-being - Eng


primary school, History teacher, in initial teacher training


There were a lot of ups and downs during Covid and remote teaching, because there was so much pressure. Children were stuck at home, classes were done online but sometimes with irregular schedules and content, but teachers still somehow had to carry out usual assessments and be prepared for evaluations.

In what ways did you respond to this dilemma/difficulty?

First, I attended an eight-week course on well-being to make sure I can keep up with the pressure and take care of my well-being in school and outside of it. Secondly, it was all very much about being open and talking to your colleagues was very much one part of that. You have to be open. You have to be, otherwise it is. You have to be very open with how you feel, and what is going on.

What are the implications for teaching, learning and my understanding of the role of a teacher?

I decided to work out a strategy with me participating actively in the matters of well-being and communicating about it especially when I saw some colleagues not adapting to the situation and the changes. And because of this they started to do more work and it created more problems with well-being, consequently.

Keywords: Well-being, adaptation to online teaching, Covid

Erasmus+ Eotvos Lorand University Fontys University of Applied Sciences Katholiek Onderwijs Vlaanderen Leeds Becket University Plato Seminar Tubingen Zavod Republike Slovenije za solstvo University of Aberdeen Universidade Aberta