Rethinking academic achievement: a reflective practice case study of teaching and learning on a university happiness and wellbeing course

Davey, Gareth (2022) Rethinking academic achievement: a reflective practice case study of teaching and learning on a university happiness and wellbeing course. Teacher Education Advancement Network (TEAN) Journal, 14 (1). pp. 111-119.

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Abstract

This article is a reflective practice case study of my experiences teaching an innovative university-level course about happiness and wellbeing (positive education). I ponder questions such as: What is academic achievement? Can learning about happiness and wellbeing raise achievement? What does an education for the future look like? Drawing upon my own experiences of positive education, and upon a critique of the literature, I argue for a change of direction in the education system to focus on achievement and learning in terms of positive emotional and social development. This should include a shift from the obsession with standardised testing (grades, exam scores, and grade point average) to nurturing happiness and wellbeing in every aspect of students’ lives. However, harmonizing this vision within an education system besotted with end-point attainment and league table performance is problematic and faces numerous challenges.

Item Type: Article
Journal / Publication Title: Teacher Education Advancement Network (TEAN) Journal
Publisher: University of Cumbria
ISSN: 2054-5266
Departments: Institute of Education > Initial Teacher Education
Depositing User: Anna Lupton
Date Deposited: 22 Sep 2022 11:00
Last Modified: 22 Sep 2022 11:15
URI: https://insight.cumbria.ac.uk/id/eprint/6603

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