1 Introduction: Perspectives on teacher well-being and diversity -- 2 Practitioner inquiry and action research for teacher well-being: Research strategies -- 3 Tackinling educational inequalities: Care, well-being and social justice -- 4 Strengthening capacity for teacher well-being and translanguaging: A case study of promoting teacher well-being and social justice in a South African primary school -- 5 The 'meaning' of teacher well-being in a Norwegian context -- 6 Building relations between professionals and parents-challenges and promising practices -- 7 Teacher well-being and diversity in socially diverse and multi-lingual teaching contexts: Perspectives from a DEIS secondary school in the mid-west of Ireland -- 8 Finding a place for teacher well-being in a multicultural and multilingual pre-school amd primary school context -- 9 Insights from socially diverse and multi-lingual classroom teaching contexts.

This book explores teacher well-being in light of the increasingly ethnically diverse profiles of schools and classrooms, focusing on socially and linguistically diverse teaching contexts. It draws attention to the socio-economic disadvantages that can often be characteristic of ethnically diverse classrooms, prior to examining and reviewing the interconnections between teacher well-being and the implementation of pedagogical processes in the classroom teaching and learning context. Teachers and academics alike report on and address the well-being-related needs of practising teachers. This book contributes to the emerging field of literature on teacher well-being and offers international perspectives on lessons learnt in socially diverse and multilingual teaching contexts. Accordingly, it offers a valuable resource for teacher educators, researchers, pre-service and in-service teachers, and policymakers. “One of the strengths of this book is the way in which the authors put the messages they have for teachers, school heads and policy makers into practice themselves. This book developed from an international project funded by the European Commission. Through the diversity of project partners, the project itself was based on the value of diversity – not only within Europe, but also including South Africa as a partner that is characterized – maybe even more than Europe- by diversity. This results in messages that transcend local contexts, and can be inspirational for a variety of education systems." — Professor Marco Snoek, Amsterdam University of Applied Sciences, the Netherlands.