Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/932474
- The evolution of student wellbeing pedagogy and its implications for teacher education
- The University of Newcastle. Faculty of Education & Arts, School of Education
- In recent years, there has been a resurgence of interest all over the world in values education at school education, research and policy levels. In Australia, for example, the Federal Government has recently conducted a range of large scale curriculum development and resources projects as part of its expressed policy to have all Australian schools, public and private, introduce comprehensive values education programs as part of their charter. Also, in each of the state systems of education within Australia, values education is a mandated part of the curriculum. This chapter offers a novel conception of values education as the basis of new student wellbeing pedagogy. In this guise, it is not conceived of as a component part of the curriculum such as a 'values education', 'moral education' or 'character education'program, connoting a separate school subject or area of pursuit. Rather, it is considered to be a principle of curriculum organization, a way of shaping the whole schooling experience, including the planning, managing and organizing of the total school curriculum, the teaching and learning opportunities within it, and the entire way in which the school functions, especially in its relationships. It is primarily a conception of values education as pedagogy, with effective teaching and learning being enhanced by the positive human relationships and explicit values-oriented transactions that are forged within quality values education programs. At its heart is student personal, academic, social and emotional wellbeing.
- Teacher Education and Values Pedagogy: A Student Wellbeing Approach p. 1-14
- David Barlow Publishing
- Resource Type
- book chapter