Great Southern Lands: Making Space for Teacher Resilience in South Africa and Australia

Mansfield, Caroline; Ebersöhn, Liesel; Beltman, Susan; Loots, Tilda

doi:10.1007/978-3-319-76690-4_4

Cited by 29 publications

(25 citation statements)

References 36 publications

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“…From this wider perspective, we undertook a cross-national study with colleagues from South Africa (Mansfield et al 2018). Liesel Ebersöhn, working in a global south country, explores resilience in contexts where teachers and education communities are faced with what could be described as extensive, continuing and serious challenges or "a procession of risks" (Ebersöhn 2014, p. 569).…”

Section: Context-focused Perspectivesmentioning

confidence: 99%

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Understanding and Examining Teacher Resilience from Multiple Perspectives

Beltman

2020

Cultivating Teacher Resilience

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In this chapter, I argue that differing conceptualisations of the construct of resilience shape and enrich the research questions and methodology used to examine it. In addition, the conceptual focus has implications for questions such as whose responsibility it is for the development of resilience. Research conducted within two Australian projects, Keeping Cool and BRiTE (Building Resilience in Teacher Education) is used as an illustration of the impact of a changing conceptual focus. For example, beginning with a psychological perspective led to an examination of risk and protective factors for individuals. More contextual approaches involved a comparison of countries. Recent systemic views support a model that encompasses both personal and contextual characteristics, as well as strategies used and outcomes achieved. It is argued that taking multiple perspectives in this programme of work has enabled the incorporation of a broad range of research methods and findings, and contributed to a deeper understanding of the construct of teacher resilience.

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Section: Context-focused Perspectivesmentioning

confidence: 99%

“…Education in South Africa, however, was impacted by inefficient government bureaucracy, corruption, inadequate infrastructure (e.g. lack of buildings or water), poverty, unemployment, crime and poor public health (Mansfield et al 2018).…”

Section: Context-focused Perspectivesmentioning

confidence: 99%

Understanding and Examining Teacher Resilience from Multiple Perspectives

Beltman

2020

Cultivating Teacher Resilience

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“…2, Susan Beltman discusses the various ways resilience has been conceptualised in the literature, emphasising the advantages afforded by multiple perspectives. Starting with our early work (Beltman et al 2011;Mansfield et al 2012b) which began with exploration of personal risks and resources (Mansfield et al 2012a), moving to investigating the teacher resilience process (Mansfield et al 2014) and then context and system perspectives (Mansfield et al 2016b(Mansfield et al , c, 2018, this chapter illustrates how the multiple perspectives enable unique insights and move the field forward.…”

Section: Section 1: Foundationsmentioning

confidence: 99%

Cultivating Teacher Resilience: Introduction

Mansfield

2020

Cultivating Teacher Resilience

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This volume brings together a programme of research focused on teacher resilience and includes chapters from conceptual, empirical and applied perspectives. The inspiration for this volume stems from two Australian projects: Building Resilience in Teacher Education (BRiTE) and the subsequent Australian Learning and Teaching Fellowship, Staying BRiTE: Promoting Resilience in Higher Education. The chapters follow the journey of interrelated research that has grown across Australia and internationally, highlighting a range of approaches, applications and impact. Each chapter draws on particular aspects of teacher resilience and emphasises the importance of context in cultivating resilience at a range of teacher career stages. Future directions broadening the programme of research are also explored. Keywords Teacher resilience • Teacher education • Teacher wellbeing • Pre-service teachers 1.1 Overview The programme of research that has inspired this volume stems from two unique Australian projects-"BRiTE: Building Resilience in Teacher Education" (Mansfield et al. 2016a) and the following Australian Learning and Teaching Fellowship, "Staying BRiTE: Promoting Resilience in Higher Education" (Mansfield 2016). Both projects involved teams of teacher educators across Australia and shared the aim of supporting pre-service teachers' development of resilience-related skills and strategies, through experiential and online learning. There were two main outcomes of the BRiTE project: (a) a conceptual framework of teacher resilience (Mansfield et al. 2016b), which informed (b) the creation of five online learning modules to support teacher resilience (Building resilience, Relationships, Wellbeing, Taking initiative and Emotions) (see Chap. 3). The initial uptake of the modules across Australia was significant and the widespread interest in

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“…Undoubtedly, studies aim to explore the strategies and motivations behind constructing resiliency on the part of the teachers are concerned with teachers' psychological well-being and teaching effectiveness. For instance, Mansfield, Ebersöhn, Beltman, and Loots (2018) pointed out that pre-service teachers may develop capacity for resilience through building personal resources (e.g. motivation; social and emotional competence), understanding ways to mobilise contextual resources (e.g.…”

Section: Introductionmentioning

confidence: 99%

A mixed-method study of Iranian EFL teachers’ achieving resiliency: implications for teacher development

Entesari

Yousefi

Eslami

2020

Asian. J. Second. Foreign. Lang. Educ.

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The present study was an endeavor to investigate the differences between novice and experienced teachers' achieving resiliency in an explanatory sequential mixed method study. Forty Iranian (i.e., 20 novice and 20 experienced) teachers, male and female, participated in the present study in quantitative study who were selected through convenience sampling method from several private language institutes in Tabriz with teaching experience between 2 and 15 years. The Connor and Davidson Resilience Scale (CD-RISC), developed by (Depression and Anxiety 18:76-82, 2003) was used to measure the novice and experienced teachers' resiliency. The results obtained through the independent samples t-test revealed that there was a significant difference between novice and experienced teachers' resiliency. That is to say, experienced teachers were more resilient than the novice teachers. The qualitative data were collected through in-depth interviews, focus group interviews and teachers' stories. The qualitative data were analyzed through interpretative content analysis. The analyzed data suggest that experienced teachers have a complicated repertoire of strategies at their disposal to bounce back from adversity of teaching conditions in comparison with those of novice teachers. The results of the present study have some implications for teacher development and teacher education.

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Great Southern Lands: Making Space for Teacher Resilience in South Africa and Australia

Cited by 29 publications

References 36 publications

Understanding and Examining Teacher Resilience from Multiple Perspectives

Understanding and Examining Teacher Resilience from Multiple Perspectives

Cultivating Teacher Resilience: Introduction

A mixed-method study of Iranian EFL teachers’ achieving resiliency: implications for teacher development

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