Building Resilience for Early Years Teachers

Abstract

Working in Early Childhood Education and Care presents particular demands for teachers' resilience. Helping pre-service teachers to explore strategies to respond to challenges in the supportive learning environment of pre-service learning is important to building strength and resilience for teachers' careers. In this endeavour, the BRiTE (Building Resilience in Teacher Education) online modules have been integrated across an Early Years degree at the University of Wollongong, Australia. Students complete one or more modules in relevant subjects, with the full suite of modules completed twice in the course of their degree. Integration in subjects includes activities responding to, or building on knowledge from a module. Ongoing research has involved interviewing students about challenges in their progress, and ways the BRiTE modules have assisted them in responding to these challenges. This has shown the value our students see in BRiTE, and has helped us to regularly monitor and make changes to the links between the modules and subjects in the degree.

Becoming a dreamcatcher: Pre-service EFL teachers experience of culturally relevant pedagogy as agents of flexibility

“…When one thinks about the 21 st century teachers, burnout is one of the threatening elements for teachers especially in the first years and in culturally diverse classrooms the energy is much more open to burnout when the teacher is not a culturally responsive instructor (Costa et al, 2023;Strasser, 2023;McCarthy et al, 2023). In relation, it can be claimed that building resilience should be a significant component of preservice teacher education programs (Weatherby-Fell et al, 2019;Mansfield and Beltman, 2019;Weatherby-Fell et al, 2020;Lutovac and Assuncao, 2021;Ledger, 2021;McKay et al, 2023).…”

A reziliencia vizsgálata pedagógusok körében és a pedagógusképzésben

“…A BRiTE-t 2014-ben egy 181 főből álló kísérleti csoport tesztelte egy nyolc hetes tanulási periódusban (Mansfineld et al, 2016a), majd több országban is használták online és hibrid pedagógusképzési, továbbképzési programokba iktatva (Sikma, 2021). Az eredmények azt mutatt ák, hogy a program alkalmazása jelentősen hozzájárul mind a pedagógusképzésben részt vevők, mind a pályakezdők rezilienciájának fejlesztéséhez (Mansfineld et al, 2016a;Sikma, 2021;Weatherby-Fell et al, 2021).…”