Ве молиме користете го овој идентификатор да го цитирате или поврзете овој запис: http://hdl.handle.net/20.500.12188/29396
DC FieldValueLanguage
dc.contributor.authorOnčevska Ager, Elenaen_US
dc.date.accessioned2024-02-16T08:50:35Z-
dc.date.available2024-02-16T08:50:35Z-
dc.date.issued2023-06-09-
dc.identifier.urihttp://hdl.handle.net/20.500.12188/29396-
dc.description.abstract<jats:title>Abstract</jats:title> <jats:p>This article reports on a well-being project in which I took part and which was supported by my institution, a university department supporting the development of prospective teachers and translators of English, but also of other foreign languages. The project was designed and run in response to the COVID-19 pandemic and has the potential to inspire other institutions or ELT professionals to consider organizing similar well-being support in their own contexts. I first outline the setting that gave rise to the project and the literature that informed it. I then describe its design and report on the benefits for teacher and student well-being, as evidenced by their engagement in the project. Finally, I reflect on the lessons learnt and the implications for practitioners elsewhere.</jats:p>en_US
dc.language.isoenen_US
dc.publisherOxford University Press (OUP)en_US
dc.relation.ispartofELT Journalen_US
dc.titleThe pandemic as a catalyst for teacher and student well-beingen_US
dc.typeArticleen_US
dc.identifier.doi10.1093/elt/ccad029-
dc.identifier.urlhttps://academic.oup.com/eltj/advance-article-pdf/doi/10.1093/elt/ccad029/50565339/ccad029.pdf-
dc.identifier.urlhttps://academic.oup.com/eltj/advance-article-pdf/doi/10.1093/elt/ccad029/50565339/ccad029.pdf-
item.fulltextNo Fulltext-
item.grantfulltextnone-
Appears in Collections:Faculty of Philology: Journal Articles
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