A Nordic Perspective on Teacher Well-being in Educational Contexts

1. Introduction to Teacher Wellbeing in Educational Contexts Across the Nordic Countries
Heidi Harju-Luukkainen, Minna Maunula, Hege Knudsmoen, and Ann-Cathrin Faldet

Part I: Exploring the Research Landscape of Teacher Well-being in the Nordic Countries

2. Research-Based Understanding of Teachers' Wellbeing in Nordic Dialogue
Jonna Kangas and Tuulikki Ukkonen-Mikkola

3. “We Go as Far as We Can Without Losing Sleep Over It”: Self-Care Among Vocational Teachers in Schools in Disadvantaged Areas in Norway
Stine Solberg and Evi Schmid

4. Shaping Students Teachers’ Wellbeing Through Teacher Education
Heidi Harju-Luukkainen, Jonna Kangas, Laura Rantavuori, Marko Kielinen, Raisa Harju-Autti, and Minna Maunula

5. Fostering Well-Being Through Relationships: Insights from Pre-Service Teachers with Immigrant Backgrounds in Norwegian Teacher Education
Irina Ivashenko Amdal and Natallia Bahdanovich Hanssen

6. The Health and Wellbeing of Early Childhood Teachers in Sweden
Susanne Garvis, Eric Pakulak, and Parian Madanipour

7. ‘Less than we should’: Norwegian Teachers’ Perceptions of Adapting Education for Gifted Students and the Impact on Professional Integrity, Ethics and Teacher Well-being
Gila Hammer Furnes, Gunnvi Saele Jokstad, and Valerie Margrain

8. Understanding Finnish Pre-Service Teachers’ Well-being
Minna Körkkö, Satu-Maarit Korte, and Sonja Lutovac

9. Violence Against Teachers in Compulsory Schools: How to Promote a Safe Work Environment and Well-being from a Policy and Union Perspective in Norway and Sweden
Ann-Cathrin Faldet, llse Hakvoort, Hege Knudsmoen, and Sofia Persson

10. Factors Influencing Teacher’s Well-being in Icelandic Compulsory Schools
Hermína Gunnþórsdóttir and Anna Rósa Friðriksdóttir

11. Norwegian Compulsory Schoolteachers’ Wellbeing Before and After the COVID-19 Pandemic
Ann Margareth Gustavsen and Ellen Nesset Mælan

Part II: Moving Forward in Teacher Well-being in the Nordic Countries

12. Navigating New Realms: Well-being in the Induction Phase of Higher Education
Kati Keski-Mäenpää, Jenny-Katariina Tahkola, Raisa Harju-Autti, Ulla Hietamäki, Lassi Lavanti, Marjo Siter, Lassi Kannel, Laura Rantavuori, Outi Arvola, Merike Kesler, Minna Maunula, and Heidi Harju-Luukkainen

13. Successful Workplace Culture: A Study of Preschools and Primary Schools in Iceland
Sigrún Gunnarsdóttir and Anna Magnea Hreinsdóttir

14. Teachers’ Work on Inclusion: Dilemmas and the Development of Practice
Mette Molbæk and Charlotte Riis Jensen

15. Enhancing Teacher Well-being through In-Service Training: A Study on the Impact of the Teacher Classroom Management (TCM) Method
Minna Maunula and Heidi Harju-Luukkainen

16. Work Environment and Quality in Norwegian Early Childhood Education and Care: Are they Connected?
Holte Kari Anne, Kvilhaugsvik Hanne, Hansen Joakim Evensen, Labriola Merete, and Skagseth Martin

17. An Outlook to the Future: Seven Policy Priorities for Teacher Well-being
Heidi Harju-Luukkainen, Minna Maunula, Hege Knudsmoen, and Ann-Cathrin Faldet

Biography

Heidi Harju-Luukkainen is Vice Director of Kokkola University Consortium and Director and Professor of the Education unit, University of Jyväskylä, Finland. She is also Professor of Education at Nord University, Norway, and Adjunct Professor at Southern Cross University, Australia.

Minna Maunula is an Associate Professor of Education at Jyväskylä University, Finland.

Hege Knudsmoen is Academic International Coordinator and Associate Professor in the Faculty of Education and International Studies at Oslo Metropolitan University, Norway.

Ann-Cathrin Faldet, Ph.D., is an Associate Professor in the Department of Educational Studies in Teacher Education at the University of Inland Norway.