Search results for: Resilience (psychology)
Page 1/2 17 items
Metaphorically drawing the transition into teaching: What early career teachers reveal about identity, resilience and agency
This article examines the transition experiences of four early career teachers throughout their first year of teaching. Using metaphorical drawings and narratives, this study investigated the relationship between identity, resilience and agency during this transition period. By drawing on legitimate peripheral participation as a theoretical lens to theorise teachers’ transition experiences, the findings reveal that identity, resilience and agency worked in tandem to enable each early career teacher to look beyond challenges, pressure and fluctuating confidence during this critical transition period. These findings shed new light on why some teachers successfully withstand pressure throughout their first year of teaching.
Updated: May. 02, 2022
‘Those who fail should not be teachers’: Pre-service Teachers’ Understandings of Failure and Teacher Identity Development
Personal experiences and histories shape teacher identities to a great extent. In the domain of personal experience, however, little is known about how experiences of failure shape the process of becoming a teacher. Gaining this insight, however, is important as failure may define teachers and their work, which can further undermine their resilience. This study examines how 45 pre-service subject teachers make sense of failure with regards to their identity as teachers. The findings reveal various understandings of failure, from both learner and teacher perspective and pre-service teachers’ understanding that the relation between learner and teacher failure is inextricable. Failure is seen as a non-dismissible aspect in their future work as teachers. These findings suggest that experiences and resulting understandings of failure need to be acknowledged as a vital component of teacher education pedagogies in order to assist pre-service teachers in the development of their teacher identity.
Updated: Feb. 13, 2022
This study aims to explore Finnish pre-service teachers' self-efficacy in implementing inclusive education and their resilience. Survey data were collected from 105 pre-service teachers studying in a teacher education programme in one university in Finland. The relationships between pre-service teachers' self-efficacy in implementing inclusive practices, their perceived resilience, and background variables were examined using structural equation modelling. The results confirmed a three-factor structure for self-efficacy in implementing inclusive practices among the pre-service teachers. In addition, pre-service teachers’ self-efficacy was the strongest variable that related to their resilience. The findings would be beneficial for developing pre- and in-service teacher education.
Updated: Feb. 06, 2022
This article examines the phenomenon of failure in a Bachelor of Education practicum from the perspectives of preservice teachers. Utilizing a phenomenological theoretical framework and methodology, the perspectives of four preservice teachers are shared. The data were drawn from practicum reports, field notes, interviews, and student teacher questionnaires. Analysis of the findings reveals how insufficient content knowledge, inadequate planning, and avoidance of difficult discussions lead to failure. Further analysis of the sequence of events leading up to the failure reveals the significance of clear and authentic communication in the early days of the placement. Although the four preservice teachers struggled with failure, they also demonstrated resilience in their quest to become teachers. The authors conclude with six essential questions that help to mitigate failure.
Updated: Jan. 04, 2022
The role of received social support and self-efficacy for the satisfaction of basic psychological needs in teacher education
The authors conducted a cross-sectional questionnaire study in 2016 with 697 student teachers from two Universities. The study used structural equation modelling to analyse the effects of received social support from family and fellow-students as well as perceived self-efficacy in relation to the basic psychological needs in teacher education. To measure the effects of received social support on the satisfaction of basic needs, the authors developed two scales adapting Mansfield’s qualitative approach on teacher resilience. Perceived self-efficacy turned out to be effected directly by received fellow-students’ support as well as having a mediation effect on higher levels of autonomy and competence, whereas received family support leads only to higher levels of autonomy. Especially received fellow-students’ support is directly connected to higher levels of need satisfaction. Finally, the authors discuss conclusions for shaping conditions of university-life according to experiencing what is necessary for a higher level of perception and satisfaction of basic psychological needs.
Updated: Dec. 10, 2019
Why Do Some Beginning Teachers Leave the School, and Others Stay? Understanding Teacher Resilience through Psychological Lenses
This study investigated the differences between leavers and stayers in terms of the process of their resilience responses. The author focused on major psychological factors such as value, self-efficacy, beliefs and emotions in order to understand how leavers and stayers are similar or different in negotiating and interpreting external environments. The findings revealed that both leavers and stayers had intrinsic interests in working as a teacher. However, the ways that leavers perceived and interpreted challenges were different from those of stayers. Furthermore, this study showed how teachers’ values, self-efficacy, beliefs and emotions are nurtured or hindered due to the school and classroom environments. These findings have implications for professional teacher development.
Updated: Feb. 21, 2018
What’s Missing in Most of Our Early Childhood Degrees? Focusing More Deeply on Relationships and Learning with Infants, Toddlers, and their Families
This study explored whether early childhood teachers were being prepared in coursework and field experiences to meet Washington state and nationally accepted core knowledge and broad competency areas for preparation of the infant-toddler workforce. A review of early childhood degree programs found an overall insufficient emphasis on a deeper understanding of holistic infant early development and intervention, as well as mental health and observable, evidence-based interactions that promote child and family resilience at the level of the individual early childhood educator’s preparation.
Updated: Jun. 11, 2017
How Can a Focus on Teacher Well-being in Pre-service Training Promote the Resilience of Primary School Student Teachers?
The focus of this paper is on how an induction course on Teacher Well-Being (TWB) infused as part of an exchange programme between one higher education institution, Oslo and Akershus University of Applied Sciences (HIOA) in Norway and three primary schools in South Africa, influence the professional development and resilience of the participating primary school student teachers.
Updated: May. 14, 2017
This article uses two narrative portraits of early career teachers to examine the central role of principals in influencing teachers’ feelings of personal and professional well-being, with both negative and positive effects reported. The portraits of two female early career teachers illustrate the vulnerability of many beginning teachers, whose work conditions are dependent on the goodwill and discretion of colleagues and leaders. In both stories, the principals played a central role in terms of the amount and kind of personal support they gave and their leadership in developing the overall school culture.
Updated: May. 14, 2017
This article examines the teacher educator’s role in promoting resilience within new teachers in the light of tensions between what is healthy and sustainable for individual teachers vs. the institutions in which they work. The article concludes with specific recommendations for those in the international teacher education community. These recommendations include innovating university school partnerships to directly link individual and institutional well-being; structured opportunities for ‘mindfulness-based’ training; providing opportunities for candidates to analyse ‘cases’ of teaching from a macro-micro perspective; and learning how to take a professional stance.
Updated: Mar. 14, 2016