Building Teachers' Resilience: Practical Applications for Teacher Education of China

Abstract

Teacher resilience has a crucial role to play in teaching and teacher education all around the world. However, few practical attempts have been made to systematically improve and (re)build this characteristic in teachers. Against this backdrop, this article draws on a universal model to offer practical implications of building resilience in the teacher education of China which is largely oriented toward pedagogical and economic concerns rather than the socio-emotional aspects of teaching. More particularly, it explains the history of China's teacher education, the conceptualizations and significance of teacher resilience, and a systematic model to integrate resilience into teacher education. Finally, some practical implications and future directions are provided for avid scholars.

Tears and cheers: A narrative inquiry of a doctoral student’s resilience in study abroad

“…In relation to the empirical research on resilience, a majority of studies conducted to date have been focused on teacher resilience ( Beltman et al, 2011 ; Ainsworth and Oldfield, 2019 ). They include the exploration of relevant theories and theorization of teacher resilience ( Ebersoehn, 2014 ; Mansfield et al, 2016 ; Drew and Sosnowski, 2019 ; Hascher et al, 2021 ), the significance of resilience for teachers ( Gu and Day, 2007 ; Clara, 2017 ; Li and Lv, 2022 ), ways of fostering and sustaining teacher resilience ( Wang, 2021 ; Kowitarttawatee and Limphaibool, 2022 ), and the investigation into resilient features of teachers from a range of sociocultural contexts and educational levels ( Day and Hong, 2016 ; Peixoto et al, 2020 ; Gratacós et al, 2021 ; Xue, 2021 ; Chu and Liu, 2022 ; Gan et al, 2022 ; Wang and Lo, 2022 ; Wang et al, 2022 ). By contrast, the resilience of students is still an underexplored area.…”

The Association between Socio-demographic Factors and the Six Protective Factors that Foster Resilience among Tanzania Primary Schools Teachers

“…Teaching is among of the most complicated and challenging professions around the world due to its intellectual and emotional nature of the service providing [1,2]. Numerous challenges and setbacks have been emerging in teaching which causes stresses, attrition demotivation and burnout of some teachers especially during five years of teaching which known as "the vulnerability period" (Wang, 2021). And it is well known that teachers are among of pillars of education system in any nation since they carry personal feelings, values and emotions within classes.…”

“…They mostly prepare and develop teachers for pedagogical skills and students' test performance without working on other things such as social and emotional aspects of teaching. That is why, many countries has professional teachers who are technically expert in their teaching subjects but are not able to cope effectively with the emotional stressors, something resulting to attrition and burnout to occur [5].…”

The Role of Ambiguity Tolerance and Enthusiasm on Chinese University Teachers’ Burnout

“…Among intense loads of work, country obligations, and difficulty in satisfying students’ requirements, a majority of educators’ reports in the primary and secondary schools indicated great degrees of stress ( Herman et al, 2020 ; Wang, 2021 ). Indeed, tension and stress influence the bodily well-being and mental status of thought, consisting of the experience of low self-respect, dejection, irascibility, hopelessness, apprehension, bitterness, lack of expert incentive, sense of career insecurity, and lack of efficiency in the overall education duties ( Aybas et al, 2015 ; Sneha and Maheswari, 2020 ).…”