Using Online Modules to Build Capacity for Teacher Resilience

Beltman, Susan; Mansfield, Caroline; Wosnitza, Marold; Weatherby-Fell, Noelene; Broadley, Tania

doi:10.1007/978-3-319-76690-4_14

Cited by 24 publications

(24 citation statements)

References 44 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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“…In addition, a small quantitative study was conducted to understand the impact of the modules (Beltman et al 2018). In this study, 49 Australian pre-service teachers completed questionnaires before and after completing the BRiTE modules and finishing their final professional experience placement.…”

Section: Module Evaluationmentioning

confidence: 99%

A BRiTE Journey: 2013–2019

Mansfield

Beltman

Weatherby-Fell

et al. 2020

Cultivating Teacher Resilience

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Resilience is widely acknowledged as important for teacher success, yet how to assist pre-service teachers build the skills and strategies for professional resilience is a question often asked by teacher educators. This chapter overviews the design, development and features of a series of five online learning modules designed to support pre-service teacher resilience. The BRiTE modules were informed by an analysis of the literature and content created to address the key themes. Five modules were developed: Building resilience, Relationships, Wellbeing, Taking initiative and Emotions. Each module was designed to be interactive and personalised, enabling users to build their personal toolkit to support their resilience. Since their launch in 2015, the modules have been widely used by pre-service teachers, teachers and a range of stakeholders with over 14,000 registered users at the beginning of 2020. Potential for future use in supporting teacher resilience is discussed.

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“…While 1 3 the extant literature has enabled comprehensive understandings of teacher resilience and how it may be challenged and supported through personal and contextual risks and resources, the issue of how teacher resilience may be promoted through professional learning has received less emphasis. Recent research provides emerging evidence that resilience related skills and strategies can be enhanced during pre-service teacher education (for example, Beltman et al 2018;Peixoto et al 2018) and there is also some support for the view that professional learning opportunities for in-service teachers may also play a role in supporting teacher resilience throughout the career span (for example, Gibbs and Miller 2013). A focus on professional learning experiences that promote resilience is the next step in the field as recently highlighted by Wosnitza et al (2018).…”

mentioning

confidence: 98%