Abstract
AbstractThis 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.
Highlights
This volume brings together a programme of research focused on teacher resilience and includes chapters from conceptual, empirical and applied perspectives
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)
The initial uptake of the modules across Australia was significant and the widespread interest in the work was the basis for the Staying BRiTE Fellowship, involving a collaborative team of teacher educators from five universities who worked to embed resilience skills and strategies in their respective teacher education programmes
Summary
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. 9) and together with the related European project (ENTREE: Enhancing Teacher Resilience in Europe, http://www.entree-online.eu/) studies in Portugal The chapters report empirical work using a range of methodologies, conceptual discussions drawing on useful theories for understanding resilience, and applications of resilience learning into pre-service teacher education and in-service professional learning
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