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© 2019

Social Support, Well-being, and Teacher Development

Book

About this book

Introduction

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.

"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

Keywords

Affective learning Autonomy support Social support Motivation Meta-cognitive teaching Expert teachers Teacher behaviour Teacher development

Authors and affiliations

  1. 1.The Education University of Hong KongHong KongHong Kong

About the authors

Dr. LAM Bick-har received her B.Ed and M.Ed degrees from the University of East Anglia, UK, and her PhD from Hong Kong Polytechnic University. She is an Associate Professor at the Department of Curriculum and Instruction, and a Research Fellow with the Asia Pacific Centre for Leadership and Change at the Education University of Hong Kong (EdUHK). She teaches in undergraduate, master of teaching, and doctor of education programs in the areas of teacher development, education psychology, and teaching strategies. She was a founder member and program leader of the Master of Teaching program at the EdUHK.

Dr. Lam’s research interests include classroom teaching analysis, expert teachers, and teacher development. Her current research includes a project investigating university academics’ scholarly engagement, and a teaching innovation project on social learning. She has been awarded a number of research grants since 2006, which have resulted in publications in international peer-reviewed journals, books and book chapters. Dr. Lam created ‘Active Classroom’ as an IT platform for disseminating scholarship and research and teaching, which is accessible to users beyond the local community.

Dr. Lam has won a number of prestigious awards, including the Best Paper Award in the Redesign Pedagogy International Conference 2017, the President’s Award for Outstanding Performance in Teaching in 2012, and Faculty Excellence in Teaching Award in 2010. She was awarded a certificate by the University Grants Committee (UGC) as one of the six finalists of the Inaugural UGC Teaching Awards of Hong Kong in 2011. She also serves as an advisor to a number of schools and universities, including the Institute of Leadership and Education Advanced Development and the Xian Jiaotong-Liverpool University in Suzhou, China, and was a visiting scholar at the National Institute of Education, Nanyang Technological University in 2017.

Bibliographic information

Reviews

“​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)