ABSTRACT Teacher well‐being (TWB) is not just an individual responsibility, but a shared ecological responsibility where individuals live in unity. However, under the increasing pressures and workloads, well‐being seems to be a luxury and self‐care probably is the last option for Giáo đa đoan kiệt quệ (burnout‐multifaceted teacher). The term thong dong/tenang emerge naturally from our conversations about education and is grounded in our teaching practices. Despite our teaching and research backgrounds (i.e., Vietnam, Indonesia and the U.S.), we share the same concern about the teacher's burnout across the globe. In this turbulent time, we are pondering how we can regenerate the thong dong/tenang pedagogy toward our daily journey as multifaceted teachers working in the Global South. Using memory‐rewriting and dialogic autoethnography, our narratives braided together as we moved back and forth to explore what the thong dong/tenang pedagogy means and looks like so that we can work toward healing our own selves in the teaching and research journeys.
Le et al. (Tue,) studied this question.