Exploring Teacher and School Resilience as a New Perspective to Solve Persistent Problems in the Educational Sector

Autor/inn/en	Schelvis, Roosmarijn M. C.; Zwetsloot, Gerard I. J. M.; Bos, Evelien H.; Wiezer, Noortje M.
Titel	Exploring Teacher and School Resilience as a New Perspective to Solve Persistent Problems in the Educational Sector
Quelle	In: Teachers and Teaching: Theory and Practice, 20 (2014) 5, S.622-637 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2014.937962
Schlagwörter	Foreign Countries; Resilience (Psychology); Stakeholders; Teachers; Schools; Teacher Shortage; Teaching Conditions; Surveys; Teaching Load; Health; Teacher Burnout; Violence; Aggression; Administrative Organization; Metacognition; Attention Control; Social Systems; Information Technology; Familiarity; Computer Literacy; Knowledge Level; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Lehrer; Lehrerin; Lehrende; School; Schule; Lehrermangel; Lehrbedingungen; Unterrichtsbedingungen; Survey; Umfrage; Befragung; Lehrdeputat; Gesundheit; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Gewalt; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Aufmerksamkeitstest; Social system; Soziales System; Informationstechnologie; Computerkenntnisse; Wissensbasis; Niederlande
Abstract	In this paper, we will explore the relevance, meaning and perspectives of teacher, team and school resilience. The central research questions are: does the concept of teacher, team and school resilience offer new and promising perspectives on persistent problems in the educational sector? And secondly; how can resilience at individual, team and school level potentially be strengthened? After an insight into the context of the educational system in the Netherlands, we describe the current challenges in the educational system and sector both internationally and for the Netherlands based on a dialogue with stakeholders, scientific literature and data from the Netherlands Working Conditions Survey 2010. We propose that the educational field would benefit from a proactive approach that includes "interrelated levels of actors" (i.e. individual, team and school). We elaborate on this argument by making use of four resilience-related theories developed in a variety of areas: Resilience Engineering (focusing on four abilities for resilience), organizational mindfulness (focusing on signalling early warnings threatening resilience), the human resource management perspective on resilience (focusing on constraint vs. commitment of employees) and resilience as a social system (focusing on resilience as an interpersonal asset). Each of these theories points out that multilevel approaches for developing resilience are useful. Thereafter, four abilities (anticipation, monitoring, responding and learning) that seem vital for the process of developing resilience are described and discussed at individual, team and school level making use of practical examples based on stakeholders' experiences. We discuss that the resilience perspective is promising and deserves (co-created) experimentation in the educational sector. Due to the theoretical nature of this paper, the findings could be useful to set agendas, but they need carefully evaluated pilot projects for future confirmation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10