Carmen María Basanta Vázquez

3.1 Pedagogical Framework for an Art-based Program to Prevent Teacher Burnout and Promote Well-being: An Exploratory Delphi Study Based on International Expert Consensus (Paper) – virtual

Carmen María Basanta Vázquez – The University of Navarra, Pamplona, Spain – virtual

Carmen Urpí Guèrcia – The University of Navarra, Pamplona, Spain – virtual

Abstract:

Contemporary scholars have underscored burnout as a pervasive issue in Western societies. Depersonalization is one of the burnout symptoms in addition to emotional exhaustion and lack of professional fulfilment. Some authors have found the origin of the symptoms in the excess of positivism and the absence of the other. Opening up new approaches in teacher education through the introduction of arts and beauty for personal or professional creativity helps to depart from the Western paradigm of security and pay closer attention to the possible. Artistic creativity allows for the expression and representation of a personal world, displaying vulnerability and sharing fragility. When it is an experience intimately connected with the deeper self, it becomes an essential mediator in the relationship with others. As a result of the current breaking of mental health taboos, art museums have begun to approach their educational offerings to themes related to well-being and sustainable care. This contribution presents pedagogical guidelines for helping museum educators in the task of designing programs aimed to strengthen pedagogical creativity, promote well-being, and prevent teacher burnout within the art museum context. By using the Delphi technique, 9 pedagogical guidelines have reached consensus from 26 international academics, school teachers, and museum educators. A positive theoretical-practical framework, not burnout-based but, instead, focused on creativity to help teachers pay attention to their inner self in relation to the other is concluded to address the educational challenge of teacher well-being.