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  • This article was downloaded by: [University of Strathclyde]On: 04 October 2014, At: 18:19Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registeredoffice: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK

    Teachers and Teaching: theory andpracticePublication details, including instructions for authors andsubscription information:http://www.tandfonline.com/loi/ctat20

    Pedagogical wellbeing: reflectinglearning and wellbeing in teachersworkTiina Soini a , Kirsi Pyhlt b & Janne Pietarinen ca Department of Teacher Education , University of Tampere ,Tampere, Finlandb Centre for Research and Development in Higher Education ,University of Helsinki , Helsinki, Finlandc Faculty of Education , University of Joensuu , Joensuu, FinlandPublished online: 11 Oct 2010.

    To cite this article: Tiina Soini , Kirsi Pyhlt & Janne Pietarinen (2010) Pedagogical wellbeing:reflecting learning and wellbeing in teachers work, Teachers and Teaching: theory and practice,16:6, 735-751

    To link to this article: http://dx.doi.org/10.1080/13540602.2010.517690

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    http://www.tandfonline.com/page/terms-and-conditionshttp://www.tandfonline.com/page/terms-and-conditions

  • Teachers and Teaching: theory and practiceVol. 16, No. 6, December 2010, 735751

    ISSN 1354-0602 print/ISSN 1470-1278 online 2010 Taylor & FrancisDOI: 10.1080/13540602.2010.517690http://www.informaworld.com

    Pedagogical well-being: reflecting learning and well-being in teachers work

    Tiina Soinia*, Kirsi Pyhltb and Janne Pietarinenc

    aDepartment of Teacher Education, University of Tampere, Tampere, Finland; bCentre for Research and Development in Higher Education, University of Helsinki, Helsinki, Finland; cFaculty of Education, University of Joensuu, Joensuu, FinlandTaylor and FrancisCTAT_A_517690.sgm(Received 8 October 2008; final version received 22 January 2010)10.1080/13540602.2010.517690Teachers and Teaching: Theory and Practice1354-0602 (print)/1470-1278 (online)Original Article2010Taylor & Francis166000000December 2010Dr TiinaSoinitiina.soini@uta.fi

    Teachers learning and occupational well-being is crucial in attaining educationalgoals both in the classroom and at the school community level. In this articleteachers occupational well-being that is constructed in teachinglearningprocesses within the school community is referred to as pedagogical well-being.The article focuses on exploring teachers experienced pedagogical well-being byexamining the kinds of situations that teachers themselves find either empoweringand engaging or burdening and stressful in their work. The study aims to: (1)identify the primary contexts of teachers experienced critical incidents ofpedagogical well-being; and (2) determine the kind of action strategies teachershave adopted in these contexts when they are reported as empowering andengaging. The study included data collected from the teachers of nine case-schoolsaround Finland. Altogether, a selected group of 68 comprehensive school teachers,including both primary and secondary school teachers, were interviewed. Ourresults suggested that interaction with pupils in socially and pedagogicallychallenging situations constitutes the core of teachers pedagogical well-being.Success in both the pedagogical goals and more general social goals seem to befundamental preconditions for teachers experienced pedagogical well-being.Further investigation showed that teachers approaches to socially challengingsituations varied. Results suggest that teachers pedagogical well-being iscentrally generated in the challenging social interactions of their work. Moreover,the way in which a teacher acts in the situation is found to be a regulator forexperienced pedagogical well-being.

    Keywords: occupational well-being; learning; comprehensive school; teachers

    1. Introduction

    Teachers learning and occupational well-being is crucial in attaining educationalgoals both in the classroom and at the school community level. This means that teach-ers occupational well-being is closely entwined with the success of their pedagogicaltask, which in turn is linked to the ability of the teacher and the teacher community todevelop and revise their pedagogical actions. More specifically, skillful and motivatedteachers are likely to promote active and functional learning strategies, and conse-quently achieve the best learning outcome on pupils (Bolhuis & Voeten, 2004;Hoekstra, Beijaard, Brekelmans, & Korthagen, 2007; Hoy, Hoy, & Kurz, 2008). In

    *Corresponding author. Email: tiina.soini@uta.fi

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  • 736 T. Soini et al.

    addition, empowered and engaged teachers are also more likely to implement peda-gogical innovations in their daily work. Research on teachers instructional practiceshave shown that teachers self-efficacy, emotional involvement, motivational struc-ture, and work engagement are interrelated and have an effect on the practices teachersadopt (Butler & Shibaz, 2008; Pelletier, Legault, & Sguin-Lvesque, 2002; Ryan,Gheen, & Midgley, 1998). This, in turn, affects the goals and strategies adopted by thepupils, such as help seeking. Yet, very little is known about how teachers themselvesperceive the main sources of inspiration and burden in their everyday work. In thisarticle, teachers occupational well-being that is constructed in teachinglearningprocesses within the school community is referred to as pedagogical well-being. Thearticle focuses on exploring teachers experienced pedagogical well-being in ninedifferent comprehensive schools in Finland.

    1.1. Aim of the study

    This study aims to gain better understanding of Finnish comprehensive school teach-ers pedagogical well-being by examining the kinds of situations that teachers them-selves find either empowering and engaging or burdening and stressful in their work.These situations are seen as critical incidents in which the constructed pedagogicalwell-being becomes observable. Teachers pedagogical well-being is empiricallyexamined in two complementary aspects: (1) identifying the primary contexts ofteachers experienced critical incidents of pedagogical well-being; and (2) determin-ing the kind of action strategies teachers have adopted in these contexts when they arereported as empowering and engaging.

    1.2. The study context

    This study is a part of a larger national research project: Learning and developmentin comprehensive school (20042009), which focuses on undivided basic educationin Finland. The project aims to identify and understand preconditions for successfulschool reforms. Altogether 87 municipalities and 237 schools around Finland partici-pated in the first phase of the research project (20052007). The project was carriedout using a systemic design research approach (Brown, 1992; Collins, Joseph, &Bielaczyc, 2004; De Corte, 2000; Salomon, 1996). It included data collection from fourdifferent levels of the schooling system: (1) heads of school districts; (2) principals;(3) teachers; and (4) pupils (9th graders). To capture the views of different actors, thedata were collected through mixed methods such as inquiries, interviews, reflectivediscussion, and activating methods.

    1.3. Learning of socio-psychological well-being in school

    In addition to the intended learning outcomes, the pedagogical processes within schoolcommunities can generate either feelings of engagement and empowerment and a senseof satisfaction or feelings of stress and anxiety for the participants of the processes(Boekaerts, 1993; Konu, Lintonen, & Autio, 2002; Krapp, 2005; Pelletier et. al., 2002;Savolainen, 2001; Silins & Mulford, 2002; Tarter & Hoy, 2004; Van Houtte, 2006).Construction of socio-psychological well-being for members of the school communitycan be understood as a learning process that promotes relatedness, competence, and

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  • Teachers and Teaching: theor