Yeh, C.S.-H and Mitchell, B (2022) What’s within teacher resilience interventions that is helpful? In: International Resilience Revolution Conference, 29 - 31 March 2022, Blackpool, UK.
Abstract
This presentation will focus on the first half of a teacher resilience project to provide a theoretical underpinning of teacher resilience using systematic literature review. The second half of the project will be coproduction of teacher resilience interventions or practices within a teacher community. Teacher resilience is considered to be an invaluable area of teacher development to address retention, commitment, motivation, engagement, work performance, student learning outcomes and teacher wellbeing. In particular, during challenging circumstances such as Covid-19 pandemic, it is even more important to support teacher resilience. There has been a shift of understanding of teacher resilience in the last two decades within resilience research (Beltman, 2021). Since 1990, resilience was defined from an individual focus by examining how individuals overcome traumatic or sudden challenges to achieve ideal outcomes. Now, understanding has shifted to a more complex nature to see resilience from a systemic perspective or a social ecological perspective which considers the personal and contextual factors, and the processes of the interaction between them within the whole system (Beltman, 2021). It is important to note that teacher resilience can be developed and improved through resilience programmes and there are increasing interests and research-based interventions around the world. However, many training programmes are missing the importance of conceptualisation of teacher resilience, which is the foundation that affects the design, delivery, content, development and outcomes of these programmes. The current systematic literature review aims to scrutinise the conceptualisation of research-based teacher resilience programmes as well as to identify the most commonly used resilience practices. Different practices, outcomes, and limitations of these programmes will also be identified. By the above process, we hope to propose and co-produce the design and delivery of teacher resilience interventions/practices with teachers in educational settings as the second half of this project, which will be participatory action research continuously.
| Item Type: | Conference or Workshop Item (Paper) |
|---|---|
| Divisions: | School of Education |
| Date Deposited: | 19 Apr 2022 13:26 |
| Last Modified: | 19 Apr 2022 13:26 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/14723 |
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