Teacher resilience is considered an invaluable area of teacher development to address the issue of teacher retention. Resilience is also commonly cited as a factor to strengthen commitment, motivation and engagement with work, better work performances, students learning outcomes and teacher wellbeing. The challenging circumstances of Covid-19 created more emphasis on developing resilience in teachers. There has been a shift of understanding of teacher resilience since the last two decades within resilience research (Beltman, 2021). Since 1990, resilience was understood from an individual focus by examining how individuals overcome traumatic or sudden challenges to achieve ideal outcomes. However, now the understanding has shifted towards a more complex nature to see resilience from a systems based or a social ecological perspective. These perspectives consider the personal and contextual, the processes of the interaction between persons and contexts and the whole system (Beltman, 2021). Importantly, it has been claimed that teacher resilience can be developed and improved through resilience programmes. However, there is a lack of consensus in conceptualising teacher resilience within these training programmes. The current rapid review explores the conceptualisation of resilience in research based teacher resilience programmes. Different practices, outcomes, and limitations of these programmes are also identified. The purpose of this review is to put forward timely advice in designing and delivering teacher resilience interventions in educational settings.
|Heb ei gyhoeddi - 31 Maw 2022
|International Resilience Revolution - Online and Blackpool
Hyd: 30 Maw 2022 → 31 Maw 2022
|International Resilience Revolution
|30/03/22 → 31/03/22