Keywords
thriving workplaces
teachers
Abstract
In this article self-care learning of educators is analyzed through the lens of thriving workplaces —arenas shaped by Australian factors to enact educational change through overcoming arising problems. This article puts into consideration the features of Australian strategies for thriving workplaces. There are presented Australian ways of supporting others and self-care learning of educators.
The document-based method was selected because governmental publications and official statements offer invaluable insights into the social reality that shaped educational change. In line with Wodak and Krzyżanowski (2008, p. 156), the methodology draws on micro-level themes of discourse, identifies the broader framework of educational change within self-care learning of educators and practices of thriving workplaces.
The article results revealed that self-care learning of educators and their autonomy within thriving workplaces sustain new directions and opportunities in overcoming emerging problems, as „learning is the work”. There is put an emphasis on constant work on problem solving skills of educators and a zero tolerance for bullying and harassment.
References
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Netography
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