Academic Resilience and Achievement

Abstract

This study uses narrative analysis to understand the ways in which Mexican university faculty members used their self-motivational resources to persist in an instructional technology training program within adverse work conditions. The methodology included interviews and participant observation. Findings suggest that faculty's academic resilience was based on faculty's self-definition as permanent learners and innovators, the perception of instruction as a field of reflection-in-action and systematization, and the caring instructional approach used by training instructors. ResumenEste estudio usa análisis de narrativas para entender las formas en las cuales profesores universitarios mexicanos, en condiciones adversas de trabajo, usaron sus recursos de auto-motivación para persistir en un programa de entrenamiento de tecnología educativa. La metodología incluyó entrevistas y observaciones de participantes. Hallazgos sugieren que la persistencia académica de los profesores estaba basada en su autodefinición de aprendizaje continuo e innovación, la percepción de la

Psychological Impacts of Teaching Models on Ibero-American Educators during COVID-19

“…In the context of Latin American countries, socio-natural disasters have persistently emerged as predominant impediments to developmental trajectories [25]. This has been exacerbated by the establishment of a neocolonial economic framework predicated on the extraction of communal resources, a perpetually escalating trajectory of urban poverty, stark social disparities, institutionalized racism, gender-based subjugation, environmental deterioration, and a conspicuous absence of risk-mitigated territorial planning [26,27]. In this vein, the social resilience that has been cultivated in these regions-borne out of a symbiosis between vulnerability and resilience-may elucidate the fortitude with which Latin American communities have contended with the catastrophic milieu of the pandemic.…”