Classroom Ready? Building Resilience in Teacher Education

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

doi:10.1007/978-981-10-0785-9_13

Cited by 28 publications

(33 citation statements)

References 34 publications

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“…We propose that relational resilience, and how it interacts with the institutional context, is a more appropriate lens to clarify the process elements of students' success, persistence and retention, than focus on the individual characteristics of students. In this way, we view relational resilience as a process, as proposed by Mansfield (2016). Building resilience is both a dynamic capacity and outcome of students' interactions with each other, which are influenced by institutional and pedagogical factors.…”

Section: Resilience and Relational Resiliencementioning

confidence: 99%

An Australian case for relational resilience. Building academic pathways in first year, preservice teacher education

Gilmore

Welsh

Loton³

2018

Pedagogy, Culture & Society

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This research explores the potential of pedagogies embedded within an Australian example to allow pre-graduate diploma of education (PSDE) students to persist and succeed in their ambitions. This paper examines how the twin concepts of resilience, the capacity of an individual to withstand difficulties, and relational resilience, a capacity to develop empathy with others, are activated in this PSDE program. Methods include a survey (n=43), documents from the course, and focus group interviews (n=9) of PSDE students between 2014 and 2016. Results support our thesis that relational resilience in teacher education contexts can usefully be viewed as a dynamic and socially constructed phenomenon emerging from the intersection between individual and institutional factors. This research supports the importance of identifying capacities for interpersonal and collaborative work, for entry into preservice teacher education. We suggest that focusing on relational dynamics, as well as accounting for context and institutional culture, are critical in designing effective pre-service education.

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Section: Resilience and Relational Resiliencementioning

confidence: 99%

An Australian case for relational resilience. Building academic pathways in first year, preservice teacher education

Gilmore

Welsh

Loton³

2018

Pedagogy, Culture & Society

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“…While there is evidence highlighting positive benefits of various resilience training interventions (Brewer et al, 2019), to date these programs lack methodological quality (Leppin et al, 2014). One example of good practice in the area of training resilience is the Building Resilience in Teacher Education model (Mansfield, Beltman, Weatherby-Fell, & Broadley, 2016). This program aimed to assist pre-service teachers build their resilience by providing a series of online learning modules informed by empirical research (Mansfield et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…One example of good practice in the area of training resilience is the Building Resilience in Teacher Education model (Mansfield, Beltman, Weatherby-Fell, & Broadley, 2016). This program aimed to assist pre-service teachers build their resilience by providing a series of online learning modules informed by empirical research (Mansfield et al, 2016). While this program supported and trained future school teachers, there is little evidence of programs targeting university students from other disciplines.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a leadership development program to enhance university staff and student resilience

Brewer

Lane

Carter

et al. 2019

JTLGE

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University life presents challenges that can negatively affect the health and wellbeing of students and staff. Resilience is critical to managing challenges and thus is increasingly viewed as important for university students, graduates and employees. To date research on resilience has tended to adopt a view of resilience as an individual issue with little consideration of the socio-cultural factors that influence an individual’s resilience. To address this gap a leadership program to enhance both staff resilience and their capacity to lead resilience enhancements for students from an ecological perspective was developed. The program, piloted in three universities across Australia, assisted staff in understanding the nature and importance of resilience, the contextual factors that impact on resilience and the leadership practices that help drive change in the higher education context. Both academic staff and professional staff involved in leading co-curricula student experiences participated in the two-day leadership program. This study, part of a broader program evaluation, adopted a mixed methods approach to investigate university staffs’ levels of distress, resilience, and leadership practices. Pre- and post-intervention survey data indicated the program was positively received and most participants felt confident to lead curricula and co-curricula changes to enhance resilience within their work context. Implications for university educators, researchers and leaders are discussed.

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“…In recent years, online learning experiences have been developed in relation to wellbeing and mental health issues. The online modules were developed as part of the Building Resilience in Teacher Education ( BRiTE -www.brite.edu.au ) project (Mansfi eld, Beltman, Broadley, & Weatherby-Fell, 2013 ), which aimed to help pre-service teachers build awareness of the skills and practices that will help facilitate resilience in their future teaching career. org.au ) focus on assisting university students with mental and physical health and wellbeing (Ryan, Shochet, & Stallman, 2010 ).…”

Section: Introductionmentioning

confidence: 99%

Teacher Education

2016

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Classroom Ready? Building Resilience in Teacher Education

Cited by 28 publications

References 34 publications

An Australian case for relational resilience. Building academic pathways in first year, preservice teacher education

An Australian case for relational resilience. Building academic pathways in first year, preservice teacher education

Evaluation of a leadership development program to enhance university staff and student resilience

Teacher Education

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