The emergence of English as a global language has led to a huge demand for TESOL language educators around the world (Davies, 2009). This has resulted in greater intercultural encounters with the cultural Other; hence, the need to understand the experiences of these teachers to prepare teachers for their work and support them to achieve favourable outcomes of intercultural learning emerges. This is especially important in light of the failure of teacher education programs to prepare these teachers for the realities of their work and in light of inadequacy of intercultural learning theories to theorize intercultural learning based on these teachers’ experiences. This thesis sought to explore TESOL teachers’ experiences using a grounded approach that is based on the teachers’ experiences as central to their intercultural learning. Drawing upon the intercultural experiences of seven global TESOL teachers who are working in Saudi Arabia, this thesis sought to understand the types of intercultural experiences that they went through, the factors that affected these experiences and the intercultural learning that these experiences generated. Interpretative qualitative study methodology was employed in my study to examine the TESOL global teachers’ lived intercultural experiences in Saudi Arabia. Qualitative data were collected through conducting in-depth narrative interviews and examining personal correspondence (where available), with seven experienced global TESOL teachers. The findings suggested that the global TESOL educators’ intercultural experiences were enormously complex with many factors and four facets affecting these experiences. The global TESOL educators’ experiences of interculturality were mainly found to be Othering experiences. The factors related to the global educators’ social positions and the four facets were wider discourses, dispositional positions, contextual realities and situated value systems in Saudi Arabia. The findings highlighted the importance of “translocational positionalities” in understanding the TESOL global teachers’ intercultural experiences and learning. Contrary to the literature, the thesis suggests that intercultural learning was not about intercultural competencies and developmental stages, but about how the participants negotiated their positionalities and developed awareness of their positionalities in relation to the Other. The thesis also uncovered two insights that have potential to contribute to preparing and supporting global TESOL educators in global contact zones. These insights related to the educators’ need to talk about their intercultural experiences and the need to interrogate these educators’ understanding of culture. The findings and the insights offer some theoretical and practical implications for understanding intercultural learning experiences in a new light. The theoretical implications suggest a new experiential model for intercultural learning in global contact zones. The practical implications highlight suggestions for a pedagogy of dialogue for teacher education programmes to promote favourable intercultural learning outcomes.

This thesis examines the perspectives and experiences of primary Initial Teacher Education (ITE) trainee teachers, of working with Looked After Children (LAC), and the implications for training and Continuing Professional Development (CPD). The thesis is within the interpretivist paradigm, using a Grounded Theory Methodological approach. The research was carried out in one post-1992 English university, with trainee teachers on a three year undergraduate BA (Honours) Education teacher training route, and a one-year Post Graduate Certificate in Education (PGCE) route. Feedback was sought from wider organisations and professionals working directly with LAC. LAC continue to underperform academically in comparison to their peers, and for decades have been let down by systems and support, with many entering the criminal justice system at an early age. This study examines trainee teachers’ perspectives to conclude how specific training can support teachers and in turn impact on LAC. The thesis draws out four main themes from the trainees: the negative impact of previous experience on trainee values and beliefs towards LAC as they enter ITE; the positive and negative perceptions and experiences of trainees in relation to collaborative working; the negative perceptions and experiences of trainees in relation to the behaviour and learning needs of LAC; and trainees’ and mentors’ lack of knowledge in relation to LAC. The study concludes that trainees and mentors have a lack of knowledge and skills on how to support LAC in five key areas; policy and legislation, challenging negative perceptions, emotional well-being and supportive strategies, administrative knowledge, and collaborative working. A training model to support ITE and CPD is developed, gaining feedback from key organisations and professionals working with LAC.

A instituição escolar depara-se com outras e novas demandas formativas, nesse cenário de transformações, também se percebe mudança significativa na atividade docente. Nesse sentido, é necessário administrar os conflitos e adversidades, o que ocasiona desgaste físico e afetivo. Nem sempre valorizada no trabalho pedagógico, a dimensão afetiva docente pode assumir múltiplos sentidos e diversos significados nas relações humanas - o que deve ser considerado na dinâmica das interações e a partir do contexto que se produzem e são produzidas, pois os acontecimentos da vida têm significados e sentidos diferentes para cada sujeito, que concebe o seu modo de ser-no-mundo. Nesse sentido, foi proposta pesquisa de caráter qualitativo, fundamentada na perspectiva histórico-cultural do desenvolvimento humano de Vigotski. Assim, a abordagem privilegiou a profundidade e o alcance das informações, o que permitiu não somente descrever, mas interpretar os dados, tendo a linguagem como um dos principais recursos para conhecer a essência dos fenômenos, em consonância com o conceito de promoção da saúde. Objetivou-se, então, analisar como os professores da Educação Básica compreendem sua afetividade em sala de aula e como a relacionam à sua saúde. Para tal, participaram 10 professores que, à época, lecionavam no 6º ano de uma escola pública do interior paulista. Como ferramenta para construção dos dados, foi adotada a entrevista narrativa; os dados foram submetidos à Análise Temática proposta por Braun e Clarke (2006), focalizando os aspectos expressados e palavras presentes no discurso (material linguístico), considerando o campo da subjetividade, das necessidades e motivos dos sujeitos, para dar luz à forma do processo de significação da afetividade dos professores e como a relacionam com a sua saúde. A análise do material resultou na organização de quatro temas: 1. Desafios da profissão: os afetos que afetam a sala de aula; 2. as relações na e para além da sala de aula: as semânticas dos vínculos; 3. as vicissitudes dos afetos do professor: do desejo à frustração, da satisfação ao desgosto; 4. os afetos que afetam a saúde do professor: o adoecimento e as estratégias de enfrentamento. Espera-se que, com os resultados deste estudo, surja um novo olhar para a experiência afetiva do professor, uma compreensão integral, buscando outro entendimento da concepção da afetividade e seus impactos na saúde do professor em sala de aula, não apenas atrelada à relação ensino-aprendizagem ou saúde-doença, mas suas explicitações e consequências como aspecto das interações em sala de aula, e do próprio trabalho docente / The school institution faces other and new formative demands, in this scenario of transformations, it is also noticed a significant change in the teaching activity. For this, it is necessary to manage the conflicts and adversities, which causes physical and affective exhaustion. Not always appreciated in the pedagogical work, the affective dimension of the teacher may assume multiple senses and different meanings in human relations. This dimension, therefore, must be considered in the dynamics of interactions, from the context that has been produced and produces, since the events of the life have different meanings and senses for each person, who conceives his/her way of being-in-the-world. In this sense, a qualitative research was proposed, based on the historical-cultural perspective of Vygotsky\'s human development. Thus, the approach privileged the depth and the scope of the information, which allowed not only to describe but to interpret the data, having the language as one of the main resources to understand the essence of the phenomena, in accordance with the concept of health promotion. The purpose of this study was to analyze how teachers of Basic Education understand their affectivity in the classroom and how they relate it to their health. For that, 10 teachers participated, who, at the time, was teaching in the 6th year of a public school in the interior of São Paulo. As a tool for data construction, the narrative interview was adopted; the data were submitted to the Thematic Analysis proposed by Braun and Clarke (2006), focusing on the expressed aspects and words present in the discourse (linguistic material), considering the field of subjectivity, the needs and motives of the subjects, to give light to the form of the process of teachers\' affectivity and how they relate it to their health. The analysis of the material resulted in the organization of four themes: 1. Challenges of the profession: the affects that affect the classroom; 2. relations in and beyond the classroom: the semantics of links; 3. the changes of the teacher\'s affections: from desire to frustration, from satisfaction to disgust; 4. The affects that affect the health of the teacher: illness and coping strategies. With the results of this study, it is hoped that a new perspective emerges for the teacher\'s affective experience. Then, this integral comprehension will seek another understanding of the conception of affectivity and its impacts on the health of the teacher in the classroom, not only linked to the relation teaching-learning or health-disease, but its explanations and consequences as aspect of the interactions in the classroom, and of the teaching work itself

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 419-443).

Thesis (M.S.)--Oregon State University, 2003. / Typescript (photocopy). Includes bibliographical references. Also available online.

As spirituality first appeared in Australian curriculum documents in 1994, it was important to establish how educators thought it related to student well- being. In this research a description and four accounts of spirituality - spiritual rationalism, monism, dualism, and multidimensional unity - were developed from available literature. The literature also revealed four sets of relationships important to spiritual well-being. These were the relationships of a person with themself, others, environment, and Transcendent Other. / The model of spiritual health proposed here claims that these four sets of relationships can be developed in corresponding Personal, Communal, Environmental and Global domains of human existence, each of which has two aspects - knowledge and inspiration. Progressive synergism describes the inter-relationship between the four domains. / The quality of relationships in the four domains constitutes , spiritual well-being in each domain. Spiritual health is indicated by the combined effect of spiritual well-being in each of the domains embraced by a person. / The principles of grounded theory qualitative research methodology were used to investigate the views of 98 teachers from a variety of schools near Melbourne. Feedback from 23 Australian experts, on the researcher’s definitions, is discussed. / To encompass all the teachers’ views of spiritual health, to the initial categories of Personalist, Communalist, Environmentalist and Globalist, a fifth category was added for the small group Rationalists, who embraced the knowledge, but not the inspiration/transcendent aspects, of the first three domains of spiritual well-being. / All the teachers believed spiritual health should be included in the school curriculum, most rating it of high importance, two-thirds believing it should be integral to the curriculum. The teachers’ major curriculum concerns focussed on Self, Others, the Transcendent, or Wholeness. / Investigation of those teacher characteristics seen as important for promoting spiritual health, with associated hindrances and ideals, showed variation by gender, personal view of spiritual health, major curriculum concern, teacher and school type. Greatest variation was noticed when comparing school type. State school teachers emphasised care for the individual student from a humanistic perspective. Catholic school teachers were concerned for the individual, with religious activities being implemented by dedicated teachers. Other Christian school teachers focussed on corporate, not individualistic, activities, and emphasised relationship with God. Other non-government school teachers emphasised tradition, with attendant moral values. Implications of these variations on school choice are discussed. / Principals’ behaviour, speech and attitude were considered by the teachers to be vital in providing opportunities for spiritual development in schools. / A 30-item Spiritual Health Measure (of Humanistic and Religious Aspects of Spiritual Health) was developed using the researcher’s model of spiritual health and data from 300 UK teachers. / The SHM should be useful as a diagnostic for individuals or groups to provide base data from which to plan enhancement of their spiritual health. / This thesis contains an analysis of how well the Victorian Curriculum & Standards Framework provides guidelines for promoting spiritual health. / A position of responsibility, called Spiritual Facilitator, is proposed to help ensure that the rhetoric about spiritual well-being is put into practice in schools.

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Mar. 11, 2008). Directed by Nancy A. Myers; submitted to the Dept. of English. Includes bibliographical references (p. 176-186).

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Antoinette Gagne.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Jim Cummins.

Thesis (Ed.D.) -- University of Western Sydney, 2002. / A portfolio submitted in fulfilment of the requirements for the award of the degree of Doctor of Education, University of Western Sydney, November, 2002. Bibliography : leaves 134-137.