The Experiences of Secondary Teachers Co-Constructing Mental Wellness Knowledge
| dc.contributor.advisor | Kalyn , Brenda | |
| dc.contributor.committeeMember | Murphy, Shaun | |
| dc.contributor.committeeMember | Squires, Vicki | |
| dc.contributor.committeeMember | Wilson , Jay | |
| dc.contributor.committeeMember | Morrison , Dirk | |
| dc.creator | Guilmette, Elaina F | |
| dc.date.accessioned | 2021-09-08T21:48:51Z | |
| dc.date.available | 2021-09-08T21:48:51Z | |
| dc.date.created | 2021-08 | |
| dc.date.issued | 2021-09-08 | |
| dc.date.submitted | August 2021 | |
| dc.date.updated | 2021-09-08T21:48:51Z | |
| dc.description.abstract | Mental Wellness 30 (MW30) is a Saskatchewan Ministry of Education–approved curriculum, providing students with a 30-level high school elective credit in the area of mental health and wellness. This qualitative collective case study examined four teachers’ experiences as they co-constructed knowledge and developed an understanding of mental wellness with their students by teaching the MW30 curriculum. Vygotsky’s (1986) social constructivist theory framed this study, which focused on the interactions between students and their teachers as they co-constructed knowledge. During this two-month-long study, data were collected through detailed field notes and online interviews with the participating teachers. Three common themes emerged in relation to the co-construction of knowledge: 1) Increased Student Engagement: Teachers and Students Co-create Pedagogical Decisions Supporting Positive and Safe Classrooms; 2) Emotional Scaffolding: The Role of Emotions in the MW30 Learning; and 3) Valuable Learning Occurs When Social Interactions are Embedded in Curriculum and Pedagogy. The findings of this study highlight the need for implementing the MW30 curriculum in Saskatchewan schools, the benefits of which include fostering greater mental health literacy for students and teachers. The overarching demographics of mental health issues within student populations further highlight the need to attend to students’ mental health and provide them with the knowledge, skills, and tools to move forward in life as productive, happy individuals. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | https://hdl.handle.net/10388/13556 | |
| dc.subject | mental health literacy | |
| dc.subject | mental wellness | |
| dc.subject | secondary teachers | |
| dc.subject | student engagement | |
| dc.subject | social constructivism | |
| dc.subject | self-awareness | |
| dc.subject | social and emotional learning | |
| dc.subject | contact-based education. | |
| dc.title | The Experiences of Secondary Teachers Co-Constructing Mental Wellness Knowledge | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Curriculum Studies | |
| thesis.degree.discipline | Curriculum Studies | |
| thesis.degree.grantor | University of Saskatchewan | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Philosophy (Ph.D.) |