Building resilience in teacher education: An evidenced informed framework

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

doi:10.1016/j.tate.2015.11.016

Cited by 407 publications

(285 citation statements)

References 56 publications

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“…Building resilience in teacher education can be considered far more complex than the definition offered above. It may include not only circumstances, but also ability to deal with behaviour, restrain negative emotions and focus upon the positive (Mansfield et al, 2016). Nevertheless, risk-taking, could be seen to have developed resilience for some of the participants within this study.…”

Section: Pupil Behaviourmentioning

confidence: 91%

Risk-Taking and Professional Development: Physical Education Teachers’ Narratives of Experience

Whitehouse¹

2018

EDULEARN Proceedings

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This study adopted an interpretive qualitative approach, using narrative inquiry to understand the experiences of early career physical education (PE) teachers who took 'risks' during their training year, and who had been teaching in schools. Narrative interviews were conducted with nine PE teachers who had engaged with a Risk-Taking Professional Development Programme (PDP) during their training year and who had been teaching for between two months and five years. Interviews explored the meanings, definitions and influences that participants ascribed to risk taking from their memories of the training year and once they began teaching in schools.The focus of the study emerged because in my role as a PE teacher trainer, I designed the Risk-Taking PDP to challenge trainee PE teachers to reflect critically upon their teaching and pupil learning and, move beyond their comfortable practices. Inspiration was taken from the Office for Standards in Education outstanding descriptor at that time, to 'Take risks when trying to make teaching interesting, be able to deal with the unexpected and grab the moment' (Ofsted, 2008, p. 1). The Risk-Taking PDP became a core component of the PE Teacher Training course in one UK Higher Education Institution (HEI) and was delivered to over 100 PE trainee teachers.An interpretive analysis located overlapping and interlocking themes which closely represented illuminative epiphanies (Denzin, 2001). Findings revealed that risk-taking became a central component of teachers' practice during the training year. It encouraged critical reflection and developed trainee confidence. Epiphanic moments experienced by participants highlighted that adaptation, negotiation and resilience formed over time as crucial aspects of risk-taking. Once qualified and teaching in schools, key influences affected PE teachers' willingness to take risks. These included; performativity measures, time, pupil behaviour and the influence of the subject community. Risk-taking was found to support personal and professional growth and, when influences in schools were positive, engagement with innovation and creativity continued. This led to further growth and learning for both teachers and pupils.ii This study provides new knowledge to inform the continuation of the Risk-Taking PDP and offers new insights for PE Initial Teacher Education and Training (ITET) practices.Furthermore, this study reaffirms the views of Clandinin and Connelly (2000) who argue for narrative being a three-dimensional space where temporality, sociality and place (context) influence thinking and learning and also, those of Dewey (1938) where experience and learning is transactional and always in relation to others and the social context. This study proposes a fourth dimension to risk-taking, a visional dimension where teachers visualise an 'ideal' situation and, is represented through the abstract conceptualisation of risk-taking holding a four-dimensional metaphorical space. This is represented through a geometrical shape, the Tesseract. This ...

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Section: Pupil Behaviourmentioning

confidence: 91%

Risk-Taking and Professional Development: Physical Education Teachers’ Narratives of Experience

Whitehouse¹

2018

EDULEARN Proceedings

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“…Consideration should also be given to the degree to which preservice educators already possess and can model some of the skills suggested or have the capacity to provide resources needed by their students (Mansfield, Beltman, Broadley, & Weatherby-Fell, (2016). In order to instill moral resilience and moral courage in teacher trainees, they need to receive the appropriate tools during the training process.…”

Section: Journal Of Education and Trainingmentioning

confidence: 99%

(Israeli) The Evolution of Teacher Trainees' Perceptions about the Linkage between the Terms Moral Resilience and Moral Courage through the training process

Baratz

2017

JET

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The perceptions of 123 (11 men and 112 women) teacher-trainees regarding the characteristics of moral resilience and moral courage and the linkage between the two were explored using an online questionnaire designed especially for this study. Four themes emerged from the content analysis. (a) The concepts were perceived as embedded in a comprehensive framework encompassing a multifaceted society. (b) Specific factors contribute to the development of moral fiber, which is viewed as the core of resilience. (c) Three linkage patterns were identified between moral resilience and moral courage. (d) The terms were perceived as buzzwords. A clear conceptualization of the notion of moral resilience could facilitate the construction of a process-building model for developing individuals' resilience (the micro level). Thus, teachers with moral resilience would serve as role models in the schools (the meso level), which could then lead to building community-wide resilience (macro-level).

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“…Resilience is dynamic and essential for self-efficacy, confidence and one's ability to cope. For the past three decades, 'resilience' has been studied and discussed in the literature as a necessary quality for our survival as humans and a necessary quality for both learners and, more recently, for teachers (Beltman, Mansfield & Price 2011;Beltman, Mansfield, Harris, 2015;Mansfield, Beltman, Broadley & Weatherby-Fell, 2016, Johnson, Down, Le Cornu, Peters, Sullivan & Pearce, 2015.…”

Section: Resiliencementioning

confidence: 99%

“…Not surprisingly, an emphasis in the literature is on early career teachers' stress and issues of their retention. Johnson, Down, Le Cornu, Peters, Sullivan and Pearce (2015) Beltman, Broadley and Weatherby-Fell (2016) developed an evidence based framework of conditions supporting early career teachers' resilience.…”

Section: Resiliencementioning

confidence: 99%