Conceptualizing Teacher Resilience: A Comprehensive Framework to Articulate the Research Field

Autor/inn/en	Vallés, Alba; Clarà, Marc
Titel	Conceptualizing Teacher Resilience: A Comprehensive Framework to Articulate the Research Field
Quelle	In: Teachers and Teaching: Theory and Practice, 29 (2023) 1, S.105-117 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vallés, Alba) ORCID (Clarà, Marc)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2022.2149483
Schlagwörter	Teacher Persistence; Resilience (Psychology); Teacher Burnout; Well Being; Cultural Influences; Mediation Theory; Semiotics; Systems Approach + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Well-being; Wellness; Wohlbefinden; Cultural influence; Kultureinfluss; Mediationsverfahren; Semiotik; Systemischer Ansatz
Abstract	In recent decades, the number of publications on teacher resilience has increased exponentially. Despite the numerous rich contributions, the lack of a theoretical consensus regarding the phenomenon's conceptualisation and operationalisation has hindered dialogue between the various results. This paper aims to address this problem by proposing a theoretical model of teacher resilience as a common framework for organising and articulating existing and future research results in the field. We propose two main ideas for conceptualising teacher resilience, based on Vygotskian Cultural Psychology: a) teacher resilience is a dialectical relationship between the teacher and her everyday professional adverse situations that causes a positive transformation of both the teacher and the situation; and b) this relationship is mediated by cultural artefacts that are distributed in social and professional communities. The paper presents this model and articulates some of the current research on teacher resilience accordingly. It is argued that such a model offers a comprehensive framework for understanding teacher resilience, gives new theoretical significance to current research on the phenomenon, and facilitates further development of the field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01