LEGAL, PROFESSIONAL OR ETHICAL OBLIGATION TO PROMOTE TEACHER WELLNESS: CAN IT BE DONE IN TEACHER EDUCATION PROGRAMS?
JONATHAN L. BLACK-BRANCH AND WENDY K. LAMONT
DOI: 10.2190/WG9U-H0K0-M756-TQHY
Abstract
The previous article in this series provided a rationale for promoting teacher wellness in colleges of education. Specifically, the general well-being of student teachers is an important and vital component of adequately preparing teachers for today's work environment. The purpose of this article is to explore whether student teacher wellness can indeed be provided for in teacher education programs. In particular, it begins by examining whether an underlying obligation to provide such support services exists, followed by discussion on promoting wellness within respective institutions. The previous article established that it is important to promote teacher wellness in teacher education programs, this article focuses on whether it can indeed be achieved. Areas of discussion focus on early intervention strategies aimed at preventing and eliminating problems through student teacher support services and other alternatives such as counseling; peer support groups and peer observation; mentoring; sensitivity training; modification of the curriculum; modification of the method of instruction and supervision; the promotion of psychotherapy; and, understanding the financial considerations of student teachers.
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