Literaturnachweis - Detailanzeige
| Autor/inn/en | Oldfield, Jeremy; Ainsworth, Steph |
|---|---|
| Titel | Decentring the 'Resilient Teacher': Exploring Interactions between Individuals and Their Social Ecologies |
| Quelle | In: Cambridge Journal of Education, 52 (2022) 4, S.409-430 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-764X |
| DOI | 10.1080/0305764X.2021.2011139 |
| Schlagwörter | Resilience (Psychology); Teacher Persistence; Risk; Context Effect; Coping; Stress Variables; Teacher Administrator Relationship; Peer Relationship; School Culture; Daily Living Skills; Self Esteem; Work Environment; Teacher Workshops; Faculty Mobility; Systems Approach; Teacher Attitudes; Teacher Collaboration; Accountability; Teaching Conditions; Teacher Recruitment; Foreign Countries; United Kingdom |
| Abstract | The teacher retention crisis has led to a strong discourse around the need for teachers to 'build their resilience', which places the responsibility for coping at the feet of the individual teacher. Contemporary research, however, supports a social-ecological approach, which takes account of environmental influences within the resilience process. This study draws upon five focus groups (28 teachers) to present evidence for complex interdependencies between risk and protective factors within the resilience process. The authors demonstrate the prevalence of indirect (mediation and moderation) effects operating primarily "between" rather than "within" ecological levels, characterised by contextual factors predominately influencing individual factors, rather than the other way round. These findings provide support for the notion of equifinality -- the idea that there are multiple routes to resilience -- and advocate a flexible approach to promoting teacher resilience, involving experimentation and collaboration across ecological levels. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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