How Does Teacher Identity Affect Student Well-Being?
The fact that some teachers in crisis and post-crisis situations may be under-qualified and lack teaching experience means that they have limited strategies to create learner-centered and child-friendly classrooms. In the absence of other models, teachers often fall back on the sort of teaching they experienced as student. Those educational experiences were probably very traditional, and may even have been abusive with a heavy use of corporal punishment.
I always worried about Community-Based School teachers. That they were mullahs or graduates of only three to four grades and they didn‘t have any idea of teaching. They did in the class what they wanted, like beating, bad behavior, and not recognizing the children [by addressing them by name].
Abeda Yusefi – Female IRC Healing Classrooms Program Officer, Afghanistan
Building on the earlier discussion of the teacher identity issues in your context, consider how these issues impact teachers‘ capacity to promote student well-being through their everyday interactions with students. What are the ways teachers promote or inhibit student well-being? What identity factors contribute to teachers' promoting or preventing student well-being? Can you put these into a similar framework that would be a useful tool for program design and/or development?
A next step would be to consider how you would design a teacher training to emphasize the positive elements of teacher identity and the importance of protecting children and giving them a sense of belonging. How would you ensure that the teacher trainees got the message?