Springer Social Support, Well-being, and Teacher Development

This book uses social support as a central theme to provide a sound underpinning for guiding teachers to play more supportive roles in schools. It comprises a series of empirical studies that address the psychological processes involved in feeling supported and providing support, and which demonstrate how students’ and teachers’ well-being can be enhanced through learning and teaching in the classroom. The distinction between teachers who are caring mentors and those who simply impart knowledge has attracted considerable interest among researchers; however, in the twenty-first century education seems to be playing a more restricted role, due to the predominant focus on performance outcomes.  This book addresses and identifies teachers’ expanding role in education. It describes various types of support that teachers can offer students, and which serve to enhance a range of learning outcomes. Further, it provides evidence suggesting that teachers’ commitment to learner development is a prerequisite for a satisfying teaching career, and that teachers’ knowledge, skills and ability to provide social support in the classroom form a pathway of professional learning that can take their teaching expertise to a higher level. Lastly, the book offers policymakers suggestions on how to rekindle social support in an increasingly globalised setting in which people are becoming more and more disconnected.   Given its multidisciplinary approach, the book is a unique contribution within its subject area, and will be of interest to practitioners in education and beyond. Review “Lam provides a roadmap for educators on what is perhaps the most crucial, and yet under-heralded classroom skill of all―emotionally supporting our learners.  This book presents not only the arguments and evidence base for the importance of teachers’ social support of students, but also presents practical ideas that can help catalyze new and more effective teaching practices.” (Richard M. Ryan, Professor, Institute for Positive Psychology and Education, Australian Catholic University, Australia) “The main theme of the book - social support, fits well to the present society for the needs of promoting well-being and healthy life style among people. The book presents an interdisciplinary investigation while it is a reader-friendly text for the general public.” (Dr. POON Wai Kit, medical practitioner, China) Wonderful conceptualization of teachers as social support givers. Great contribution to the field of teacher development. Fantastic resource for those interested in how social support enhances the well-being of learners and educators. (Dr. Alfredo Bautista, National Institute of Education (Singapore)) “Lam argued in this book that teachers’ role remain very important – teachers are encouraged to continue to give social support to students, to enhance the well-being of students; and, in return, teachers will be rewarded with emotional satisfaction.” (Mr. TANG, Wai Chung, Solicitor, China) From the Back Cover This book uses social support as a central theme to provide a sound underpinning for guiding teachers to play more supportive roles in schools. It comprises a series of empirical studies that address the psychological processes involved in feeling supported and providing support, and which demonstrate how students’ and teachers’ well-being can be enhanced through learning and teaching in the classroom. The distinction between teachers who are caring mentors and those who simply impart knowledge has attracted considerable interest among researchers; however, in the twenty-first century education seems to be playing a more restricted role, due to the predominant focus on performance outcomes.  This book addresses and identifies teachers’ expanding role in education. It describes various types of support that teachers can offer students, and which serve to enhance a range of learning outcomes. Furt