Building Resilience in Pre-Service Teachers

Autor/in	Le Cornu, Rosie
Titel	Building Resilience in Pre-Service Teachers
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 25 (2009) 5, S.717-723 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2008.11.016
Schlagwörter	Student Teaching; Personality Traits; Preservice Teacher Education; Practicums; Learning Activities; Discourse Communities; New York + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Lehramtsstudiengang; Lehrerausbildung; Practicum; Praktikum; Praktika; Lernaktivität
Abstract	This article examines the role that professional experiences (practicum) can play in building resilience in pre-service teachers. In particular it focuses on a learning communities model of professional experience with its emphasis on relationships and its attention to the complex and dynamic interactions between individuals and their "student teaching" contexts. This article draws on a number of studies including evaluations of two cohorts of graduate Bachelor of Education (primary) students and a self-study based on the work of two university academics. Jordan's [2006. "Relational resilience in girls." In S. Goldstein, & R. Brooks, (Eds.), "Handbook of resilience in children." New York: Springer] model of relational resilience--with its characteristics of mutuality, empowerment and the development of courage--is used as a conceptual framework for illuminating some of the emerging insights from our work with the Learning Communities model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10