Journal of Education and Training Studies (original) (raw)
Related papers
Teachers resilience: A necessary condition for effectiveness
Teaching and Teacher Education, 2007
This paper examines the role of resilience in teacher effectiveness. The concept of resilience is located in the discourse of teaching as emotional practice and is found to be a multidimensional, socially constructed concept that is relative, dynamic and developmental in nature. The paper draws upon findings from a four year research project which explored career long variations in teachers' commitment and effectiveness. Portraits of three resilient teachers in their early, mid and late careers are used to explore the interaction between teachers' sense of efficacy, professional and personal identities, and their management of the interaction between these and the professional, situated and personal Scenarios which they experience in each professional life phase. Teachers' capacity to manage such interactions is a sophisticated process which contributes strongly to the relative strength of their resilience. Understandings of the role of resilience in teachers' management of the interactions between work and life over the course of a career and in different contexts adds to existing knowledge of variations in teachers' work, lives, and effectiveness and contributes to the debate on standards, quality and retention.
Critically reconceptualising early career teacher resilience
Routledge eBooks, 2015
Early career teachers have often been represented in deficit terms. This important book does much to confront the outdated and damaging way that they are conceptualised. Influenced by van Manen's work on critical practice, the book is based on a five-year research study of sixty Australian early career teachers. The authors explore how their construct-"socio-cultural, critical teacher resilience"-can enable teachers new to the profession to develop a balance between their own emerging professional identities and the expectations of others in the current over-regulated neoliberal contexts in which they must work. A real strength of the book is its grounding in the personal narratives of many early career teachers. It should be essential reading for politicians, policy makers, teacher educators, teachers, pre-service teachers and community leaders.' Robyn Ewing, University of Sydney 'The new teacher's plight is often seen as stressful, and lonely-a reality that individuals are expected to bear on their own. Sadly, some sink, while others swim. However, from a different perspective-one that highlights the organizational, social, and political factors that shape a new teacher's experience-the teacher's success depends largely on the context in which she works. An individual who succeeds in one setting might well fail in another. With rich case studies and thoughtful analysis, Promoting Early Teacher Career Resilience, makes a compelling case for shifting reformers' attention to the school as a workplace, thus ensuring success for many more novices.' Susan Moore Johnson, Harvard Graduate School of Education 'A book with a powerful and hopeful perspective on teacher socialization: understanding early career teachers' resilience as that outcome of thoughtful negotiations between themselves-their sense of identity, passion, commitment, expertise-on the one hand and the organizational and institutional realities of the school system on the other. By rejecting resilience as a personality trait, the authors move away from blaming the individual and manage to restore the emancipatory and professionalizing potential of the concept. Resilience is not just about bouncing back, but also bouncing forward: developing professional stamina for sustainable and committed educational practices in the teacher career.' Geert Kelchtermans, University of Leuven 'Teachers everywhere have been under pressure and under scrutiny, their work has been subject to constant reform, they are increasingly positioned as classroom technicians. This book addresses a different teacher-the teacher as intellectual, as autonomous moral actor. It works to create a space, a set of possibilities, within which teachers can think. It is a thoughtful, powerful and necessary book-but also a very practical and relevant one. Every new and would-be teacher should read it.'
Teachers’ Resilience: Conceived, Perceived or Lived-in
Cultivating Teacher Resilience
Schools in Western countries are places where work-related conditions lead to teacher disaffection and attrition. To mitigate this employers and scholars advocate fostering teacher resilience. This chapter presents a critical examination of teacher resilience. Originally conceived as a personal trait, later research showed human resilience is an attribute that can be developed. Resilience is one’s ability to manage stressors and maintain adaptive functioning across all domains of life. Latterly, scholars investigated resilience in teachers, mainly through qualitative or quantitative self-report studies. This research constitutes perceived teacher resilience, because as formulated, teacher resilience is conceptually flawed, limited in scope, based on teachers’ functioning within their professional lives. We do not know what constitutes long-serving teachers’ actual, lived-in resilience: what enables teachers to maintain their wellbeing and effectiveness in the classroom, reflecting h...
This study investigates how graduating and early career teachers perceive resilient teachers. Informed by survey data from 200 graduating and early career teachers, the study’s results indicate that graduating and early career teachers perceive that resilience for teachers comprises characteristics that are multidimensional and overlapping, and that views of resilience may develop according to teachers’ career stage. To further conceptualise teacher resilience, four possible dimensions of teacher resilience (profession-related, emotional, motivational and social) are suggested and the aspects within these dimensions are described. Some implications of this view of teacher resilience for preservice teacher education and future research are discussed.
Teachers’ Resilience: A Challenge of Commitment and Effectiveness
International Journal of Research -GRANTHAALAYAH
Teaching is an emotionally demanding work. To teach, and to teach at one’s best over time, has always required resilience, otherwise conflict within the self and classroom routine will set in. Anchored on the theories of resilience, motivation, self-determination, personal values, and capability approach, this case study will describe on the consequences of teachers’ resilience on its commitment and effectiveness to teaching. Eight teachers of the Department of Education assigned in island schools in Guiuan, Eastern Samar will comprise as the participants. Data generated through in-depth interview, using a semi-structured interview guide will be used and will be kept strictly confidential. Data generated from the participants will be transmitted verbatim, in-vivo coded and will be compared and contrasted with previous research and theory based literature for triangulation of findings that will add to the body of knowledge and directions for future research activities.
Navigating Changing Times: Exploring Teacher Educator Experiences of Resilience
Cultivating Teacher Resilience, 2020
While there exists notable research in Australia and internationally on the ways pre-service and early career teachers develop and maintain resilience, there is a paucity of literature examining the resilience of teacher educators. The teacher education landscape has a dynamic nature, and in the Australian context, there have been multiple changes to policy and accreditation that have impacted on the work of teacher educators, including: the introduction of literacy and numeracy testing and a teaching performance assessment for teacher education students; and strict regulatory controls for providers. This context, combined with the intensification of academic work in higher education settings, has led us to investigate the personal and contextual factors that enable or constrain teacher educators’ resilience. In this chapter, we draw on a social ecological model of resilience to explore the factors that sustain and challenge teacher educators in their work, and use the findings to h...
‘I’m coming back again!’ The resilience process of early career teachers
Teachers and Teaching, 2014
Early career teachers face a range of challenges in their first years of teaching and how these challenges are managed has career implications. Based on current literature, this paper presents a model of early career teacher resilience where resilience is seen as a process located at the interface of personal and contextual challenges and resources. Through a semi-structured interview the challenges faced by thirteen Australian early career teachers and the resources available to manage these challenges are examined. Findings show that beginning teachers experience multiple, varied and ongoing challenges and that personal and contextual resources are both important in sustaining them through the beginning year(s) of their teaching careers. The study emphasises the critical roles played by family and friends and the importance of relationships in the resilience process. Implications for future research and teacher education are discussed.
Thriving not just surviving: A review of research on teacher resilience.
Retaining teachers in the early stages of the profession is a major issue of concern in many countries. Teacher resilience is a relatively recent area of investigation which provides a way of understanding what enables teachers to persist in the face of challenges and offers a complementary perspective to studies of stress, burnout and attrition. We have known for many years that teaching can be stressful, particularly for new teachers, but little appears to have changed. This paper reviews recent empirical studies related to the resilience of early career teachers. Resilience is shown to be the outcome of a dynamic relationship between individual risk and protective factors. Individual attributes such as altruistic motives and high self-efficacy are key individual protective factors. Contextual challenges or risk factors and contextual supports or protective factors can come from sources such as school administration, colleagues, and pupils. Challenges for the future are to refine conceptualisations of teacher resilience and to develop and examine interventions in multiple contexts. There are many opportunities for those who prepare, employ and work with prospective and new teachers to reduce risk factors and enhance protective factors and so enable new teachers to thrive, not just survive.
“You’ve Always Got Challenges”: Resilience and the Preservice Teacher
Agricultural educators hold a position that bears much responsibility to many different stakeholders and is accompanied by many forms of stressors, making a high level of resilience particularly essential to this group (Anderson, Kitchel, & Thieman, 2012; Croom, 2003; Straquadine, 1990; Torres, Lambert, & Lawver, 2009; Walker, Garton, & Kitchel, 2004). Agricultural educators continue to be in short supply in relation to demand and especially in the early years high attrition rates plague the profession (Kantrovich, 2007). The purpose of this phenomenological study was to describe teacher resilience of preservice high school agricultural educators. The population studied was ten pre-service agricultural education teachers in their last year of coursework in agricultural education at the University of Missouri. The themes exposed include: youth experiences are a key component toward reflection on resilience, the uncertainty of the reality of the job could counter resilience, and belief that “doing a good job” is key to resilience in teaching. Recommendations for practice and theoretical questions for teacher educators to discuss are provided.
Investigation of Resilience among Teachers and in Teacher Education
Central European Journal of Educational Research, 2023
In recent decades, we have witnessed an increasingly widespread and complex use of the concept of resilience. The aim of the present study is to present a holistic concept of resilience that, thanks to its systems theory basis, can be applied very well in educational sciences, including research on teacher training, the institutional environment of teachers, their well-being at work, professional development, or even in the analysis of practical pedagogical situations. The dynamic interactive model of resilience (Shafi, & Templeton, 2020) allows for the examination of the resilience of learners, teachers and the institution, and even the examination of students, educators and teacher training institutions involved in teacher training. In the second part of the study, we present resilience development programs that have proven to be effective in teacher training and further training (BRiTE, ENTREE), which, with their complexity, are well suited to the dynamic interactive model of resilience discussed above.