Finding a Place for Resilience in Teacher Preparation

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

“…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).…”

Navigating Changing Times: Exploring Teacher Educator Experiences of Resilience

“…While there is contention in the literature about the nature of resilience (Baggio et al 2015;Hazel 2018;Pooley and Cohen 2010), in this chapter, we conceptualise resilience from a social ecological perspective that moves beyond a focus solely on the individual. As Gill and Donaghue (2016) identify, approaches that focus solely on the individual do not take into account the systemic and social forces that impact upon individuals and their ability to be resilient in context.…”

Thinking Dispositions for Teaching: Enabling and Supporting Resilience in Context

“…The notion of resilience has become prevalent in both academic and popular literature, yet despite this, there is contestation around the nature of resilience and the contexts in which resilience is demonstrated (Baggio et al 2015;Hazel 2018;Mansfield et al 2012;Pooley and Cohen 2010). While popular definitions of resilience might include the idea of "bouncing back" from a challenge or adversity, Pooley and Cohen (2010) propose a new definition of resilience as "the potential to exhibit resourcefulness by using available internal and external resources in response to different contextual and developmental challenges" (p. 34).…”

“…While popular definitions of resilience might include the idea of "bouncing back" from a challenge or adversity, Pooley and Cohen (2010) propose a new definition of resilience as "the potential to exhibit resourcefulness by using available internal and external resources in response to different contextual and developmental challenges" (p. 34). Central to definitions of resilience is the concept of a challenge or adverse situation, along with successful coping, adaptation and learning (Baggio et al 2015;Hazel 2018;Pooley and Cohen 2010). We, like Mansfield, Beltman, Broadley, and Weatherby-Fell (2016), regard resilience as a process, as this framing acknowledges that resilience is not a static or fixed trait, but rather is fluid and dynamic.…”

“…Fostering resilience enables teachers to respond to the "everyday challenges of the profession, grow and thrive throughout their career" (Mansfield et al 2016, p. 212), with resilience among teachers associated with commitment and enthusiasm in the profession (Day and Gu 2014). Despite the recognition of the important role that personal and contextual resources play in supporting resilience, there is less literature identifying how teacher education might take advantage of opportunities to build skills and strategies among PSTs that support resilient outcomes (Hazel 2018;Mansfield et al 2016). In this work, we examine the way that thinking dispositions might both support effective teaching and become personal resources to support resilience in context.…”