Abstract
AbstractPreservice teachers face the complex challenge of balancing the requirements of teacher education programmes and schools and developing a professional identity as a teacher. Developing the knowledge and skills to manage working as a teacher is important to prevent emotional exhaustion during teacher education and later in the teaching career. Therefore, it is important to begin building resilience during the teacher education programme. Dutch policymakers and teacher educators recognize this need; however, there are currently no structural practices in teacher education programmes to help preservice teachers build resilience. Thus, introducing the BRiTE framework and modules could be a beneficial opportunity for Dutch teacher education. This chapter focuses on describing the Dutch teacher education context and teacher educators’ perceptions of resilience. We also discuss how the BRiTE modules can be implemented in Dutch teacher education programmes.
Highlights
We describe the Dutch teacher education context, including the education system, and compare the institutes involved in the project
The majority of teacher educators described talking about building resilience when necessary during personal coaching sessions or in informal talks with pre-service teachers (PSTs) and during a pedagogics or didactics course if the topic came up, such as when PSTs brought in a problem they were experiencing that touched on the topic of their well-being
Our study used a blended learning module (e.g. Alammary et al 2014). Building such a module for Dutch teacher education programmes includes developing an online environment, translating the BRiTE modules, testing and piloting the online environment with teachers and PSTs, and instructing the teacher educators involved in the implementation of the modules
Summary
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