Enhancing Teacher Resilience: From Self-Reflection to Professional Development

Wosnitza, Marold; Delzepich, Ralph; Schwarze, Jennifer; O'Donnell, Margaret; Faust, Vera; Camilleri, Vanessa

doi:10.1007/978-3-319-76690-4_16

Cited by 19 publications

(8 citation statements)

References 13 publications

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“…Dados estos resultados y conclusiones, no es descabellado proponer, al igual que hacen otros autores como Brewer (2019), Vizoso (2019) o Woods (2016), la importancia de incorporar la formación en resiliencia del alumnado universitario. En este sentido, las últimas aportaciones consideran que la clave de un cambio hacia la resiliencia es la reflexión sobre uno mismo y la comprensión de quién se es y lo que se quiere ser, por lo que la formación debería centrarse en cuestiones como: el fortalecimiento del autoconcepto y la percepción de autoeficacia (Beltman et al 2018;Castro et al 2018;Hazel, 2018;Noble & McGrath, 2018) y/o en la identificación de los puntos débiles y fuertes para mejorar la capacidad de resiliencia (Beltman et al 2018;Wosnitza et al 2018).…”

Section: Conclusionesunclassified

Impactos del confinamiento por el COVID-19 entre universitarios: Satisfacción Vital, Resiliencia y Capital Social Online

Díaz

Prados

Canosa

et al. 2020

RISE

109

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The exceptionality derived from the situation of confinement due to the COVID-19 pandemic has affected all areas of our functioning as a society: relational, health, economic, etc. and of course, education. This study focuses on the impact on these areas and the role played by aspects such as resilience, online social capital and life satisfaction. To this end, an exploratory quantitative study was carried out on 343 university students. The most important conclusion is to note the strong impact that confinement has had on the life situation of students, mainly in the psychological and academic fields, and the important role of the relationship with life satisfaction and resilience. We conclude with the need to work on the issue of resilience from the university and we offer a series of keys to that end.

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Section: Conclusionesunclassified

Impactos del confinamiento por el COVID-19 entre universitarios: Satisfacción Vital, Resiliencia y Capital Social Online

Díaz

Prados

Canosa

et al. 2020

RISE

109

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show abstract

“…In order to assess novice teachers' resilience and commitment to teaching, participants were invited to complete the Multidimensional Teacher Resilience Scale (MTRS) and the Teacher Commitment Scale before starting the program, providing them an online link to the questionnaire. Both scales are part of the Teacher Resilience Self-Reflection (TRSR) questionnaire developed and empirically tested by Wosnitza et al (2018). The MTRS consists of 26 items that assess the four dimensions of teacher resilience (Mansfield et al 2012): (a) Professional (4 items; e.g., I am well organized in my school work); (b) Motivational (12 items; e.g., When I make mistakes at school, I see these as learning opportunities); (c) Social (4 items; e.g., When I am unsure of something I seek help from colleagues); and (d) Emotional (4 items; e.g., When something goes wrong at school, I don't take it too personally).…”

Section: Methodsmentioning

confidence: 99%

Professional Assessment and Development Induction Program: An Application of the BRiTE Project to the Spanish Context

Gratacós¹,

Giménez²,

Mena

et al. 2020

Cultivating Teacher Resilience

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Research has highlighted the importance of the first years of teaching as they have a great impact on teachers' career longevity. Therefore, inspired by the BRITE project, we developed the Professional Assessment and Development (PAD) Induction Program with the objective of helping novice teachers develop resilience strategies for successfully navigating the difficult situations they may face in their first years of teaching. The PAD Induction Program also offers training for mentors in schools to assist them to guide and support new teachers. The program consisted of online content and activities aimed at encouraging novice teachers to reflect on their current situation and possibilities for improvement. There were also face-to-face seminars, distributed throughout the program, as well as specific seminars where novice teachers and mentors worked together. A total of 112 participants participated in the PAD program. To assess novice teachers' resilience and commitment to teaching, participants were invited to complete the Multidimensional Teacher Resilience Scale (MTRS) and the Teacher Commitment Scale. Results showed that the PAD program had helped them in their integration, confidence, and stress control through the development of teacher resilience dimensions.

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“…Continuously caring for and about children, particularly children who are disadvantaged or otherwise challenged, fatigues teachers (Day & Hong, 2016;Day & Gu, 2013;Muijs, Harris, Chapman, Stoll, & Russ, 2004). It is, therefore, not surprising that championing student resilience could have costs for teachers' well-being and long-term commitment to the profession (Fleming et al, 2013;Wosnitza et al, 2018). Resilient teachers, however, neither burn out nor quit the profession.…”

Section: Resilience-enabling Transactions Between Students and Schoolmentioning

confidence: 99%

“…Instead, they evidence "positive adaptation and ongoing professional commitment and growth in the face of challenging circumstances" (Beltman & Mansfield, 2018, p. 4). In addition to personal benefits, teacher resilience holds advantages for students (Briner & Dewberry, 2007;Roffey, 2012) and for schools and their immediate communities (Beltman, Mansfield, & Harris, 2016;Wosnitza et al, 2018). Accordingly, some tertiary institutions offer teacher resilience training programs at pre-and in-service levels (Beltman, Mansfield, Wosnitza, Weatherby-Fell, & Broadley, 2018;Jennings, Frank, Snowberg, Coccia, & Greenberg, 2013;Mansfield, Beltman, Broadley, & Weatherby-Fell, 2016;Peixoto et al, 2018).…”

Section: Resilience-enabling Transactions Between Students and Schoolmentioning

confidence: 99%

Learning About Systemic Resilience From Studies of Student Resilience

Theron¹

2021

Multisystemic Resilience

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Manifold studies account for student resilience—that is, successful learning and development in the face/aftermath of significant stressors. These studies compel attention to multiple systems at micro and macro level, and associated supports, that scaffold positive student outcomes in the face of risk. Accordingly, this chapter uses student resilience studies to make a case for a more systemic understanding of human resilience. An exploration of the interacting systems that co-facilitate student resilience prompts three propositions: (a) the resilience of a challenged human system (or subsystem) is meaningfully co-facilitated by co-occurring human and non-human systems at the micro through to macro levels; (b) co-occurring, co-facilitative systems are functional (i.e., resilient) systems; and (c) there might be a cost to the co-facilitative system or subsystem, but this potential cost can be moderated by the provision of relevant interventions and/or rewards.

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Enhancing Teacher Resilience: From Self-Reflection to Professional Development

Cited by 19 publications

References 13 publications

Impactos del confinamiento por el COVID-19 entre universitarios: Satisfacción Vital, Resiliencia y Capital Social Online

Impactos del confinamiento por el COVID-19 entre universitarios: Satisfacción Vital, Resiliencia y Capital Social Online

Professional Assessment and Development Induction Program: An Application of the BRiTE Project to the Spanish Context

Learning About Systemic Resilience From Studies of Student Resilience

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