Resilience in Education: Concepts, Contexts and Connections

by Marold Wosnitza (Editor), Francisco Peixoto (Editor), Susan Beltman (Editor), Caroline F. Mansfield (Editor)

Overview

This volume focuses on resilience in educational contexts which has emerged as an important field of research, with recent investigation into resilience of school students teachers, and post-secondary students and staff. The book integrates theoretically diverse viewpoints and research advancing relevant theory. It furthermore presents interventions which aim enhancing resilience in the educational context. The interplay between more basic research and actual practice in the classroom, university or workplace enriches relevant theory and research. Each chapter includes an explanation of how resilience is conceptualized in the research and the methods used to examine resilience. The chapters also provide a description of the context in which the research was conducted and how particular aspects of context influence the resilience process. Innovative approaches to exploring resilience are highlighted as well as directions for future research.

Product Details

ISBN-13:	9783319766898
Publisher:	Springer International Publishing
Publication date:	06/23/2018
Edition description:	1st ed. 2018
Pages:	340
Product dimensions:	6.10(w) x 9.25(h) x (d)

About the Author

Dr. Marold Wosnitza is Professor of Education at RWTH Aachen University and Adjunct Professor at Murdoch University in Perth. His research interests include teacher motivation and emotions and resilience. He is head of several national and international research projects including a Lifelong Learning Programme funded project: ENTREE (Enhancing Teacher Resilience in Europe). Marold Wosnitza published numerous journal articles, books and book chapters and presented his research at national and international conferences. He is currently faculty dean research and is heading three different research groups.

Francisco Peixoto is Vice-Rector and Professor at ISPA – Instituto Universitário, the oldest Psychology school in Portugal. His current research interests include identity construction in general, and particularly in teachers, as well as teacher’s resilience. He was member and leader of project teams funded by the Portuguese National Science and Technology Foundation and is a project team member of the funded project by the European Union Lifelong Learning Program project called ENTREE (ENhancing Teacher REsilience in Europe). He published several papers in national and international journals, book chapters and presented his research at national and international conferences.

Susan Beltman is Associate Professor in the School of Education at Curtin University in Western Australia. Her current research interests involve using qualitative methods (including drawings) to examine mentoring, as well as teacher resilience and identity. She was a team member for an ALTC funded project Keeping Cool: Embedding Resiliency in the Initial Teacher Education Curriculum, and is a project team member for two other resilience projects: a European Union Lifelong Learning Program project called ENTREE (ENhancing Teacher REsilience in Europe), and an OLT project BRiTE (Building Resilience in Teacher Education). Susan is President of WAIER (Western Australian Institute for Educational Research).

Dr Caroline Mansfield is an Associate Professor in Education and Associate Dean of Research in the School of Education, Murdoch University, Western Australia. Her research focuses on teachers and students, with an emphasis on motivation, wellbeing, and resilience. Caroline has led two large projects about teacher resilience - Keeping Cool: Embedding resilience in initial teacher education curriculum, and BRiTE: Building Resilience in Teacher Education. In 2016 she was awarded a National Teaching Fellowship (Staying BRiTE: Promoting resilience in higher education) to lead a team of colleagues across Australia to embed resilience in teacher education programs and build a national and international network of interested researchers and practitioners.

Table of Contents

Section I: Introduction.- Chapter 1 Resilience in Education: An Introduction, Susan Beltman & Caroline F. Mansfield.- Section II: Conceptualising Resilience.- Chapter 2 (Re)conceptualizing Teacher Resilience: A Social Ecological Approach to Understanding Teachers’ Professional Worlds, Qing Gu.- Chapter 3 How Does Apprentice Resilience Work? The Conceptualisation of a Generic Process Model of Resilience and its Application to Vocational Settings, Jennifer Schwarze & Marold Wosnitza.- Chapter 4 Great Southern Lands: Making Space for Teacher Resilience in South Africa and Australia, Caroline F. Mansfield, Liesel Ebersöhn, Susan Beltman, & Tilda Loots.- Chapter 5 A Multidimensional view on Pre-service Teacher Resilience in Germany, Ireland, Malta and Portugal, Francisco Peixoto, Marold Wosnitza, Joana Pipa, Mark Morgan, & Carmel Cefai.- Section III: Researching Resilience in Educational Contexts.- Chapter 6 The Interplay Between the Motivation to Teach and Resilience of Student Teachers and Trainee Teachers, Lucas Lohbeck.- Chapter 7 Exploring Canadian Early Career Teachers’ Resilience from an Evolutionary Perspective, Mylène Leroux.- Chapter 8 Early Career Teachers in Rural Schools: Plotlines for Resilience, Leanne Crosswell, Jill Willis, Chad Morrison, Andrew Gibson, & Mary Ryan.- Chapter 9 Teachers’ Narratives of Resilience: Responding Effectively to Challenging Behaviour, Katya Galea.- Chapter 10 Teacher Resilience in Adverse Contexts: Issues of Professionalism and Professional Identity, Maria Assunçao Flores.- Chapter 11 An Exploratory Interview Study of University Teacher Resilience, Kerstin Helker, Caroline F. Mansfield, Marold Wosnitza, & Hendrieke Stiller.- Chapter 12 Teacher Championship of Resilience: Lessons from the Pathways to Resilience Study, South Africa, Linda C. Theron.- Section IV Connecting to Practice.- Chapter 13 Finding a Place for Resilience in Teacher Preparation, Gavin Hazel.- Chapter 14 Using Online Modules to Build Capacity for Teacher Resilience, Susan Beltman, Caroline F. Mansfield, Marold Wosnitza, Noelene Weatherby-Fell, & Tania Broadley.- Chapter 15 Enhancing Teacher Resilience through Face-to-Face Training: Insights from ENTREE project, José Castro Silva, Joana Pipa, Cynthia Renner, Margaret O’Donnell, & Carmel Cefai.- Chapter 16 Enhancing Teacher Resilience: From Self-Reflection to Professional Development, Marold Wosnitza, Ralph Delzepich, Jennifer Schwarze, Margaret O’Donnell, Vera Faust, & Vanessa Camilleri.- Chapter 17 Making it Real and Making it Last! Sustainability of Teacher Implementation of a Whole School Resilience Program, Toni Noble & Helen McGrath.- Chapter 18 Promoting Resilience: An European Curriculum for Students, Teachers and Families, Valeria Cavioni, Maria Assunta Zanetti, Giusy Beddia, & Mara Lupica Spagnolo.- Section V: Conclusion.- Chapter 19 Resilience in Education: Emerging Trends in Recent Research, Marold Wosnitza & Francisco Peixoto.

Editorial Reviews

I have been inspired by this book to focus my research on the interactions between teachers and their environment from an ecological perspective. ... The book will benefit pre-service and novice teachers working in adverse school contexts, and offer efficient strategies deriving from resilience intervention programmes to navigate an array of pressures and thrive well in future teaching and learning. Therefore, I would recommend it to anyone who endeavours both to research and to develop resilience in educational contexts.” (Wenxiu Chu, Educational Review, Vol. 73 (6), 2021)

From the Publisher