Cultivating Teacher Resilience: International Approaches, Applications and Impact

Foreword
Acknowledgements
Contents
Contributors
Part IFoundations
1 Cultivating Teacher Resilience: Introduction
	1.1 Overview
	1.2 Section 1: Foundations
	1.3 Section 2: Implementation and Applications
	1.4 Section 3: Future Directions
	1.5 Concluding Thoughts
	References
2 Understanding and Examining Teacher Resilience from Multiple Perspectives
	2.1 Background
	2.2 Person-Focused Perspectives
	2.3 Process-Focused Perspectives
	2.4 Context-Focused Perspectives
	2.5 System-Focused Perspectives
	2.6 Conclusion
	References
3 A BRiTE Journey: 2013–2019
	3.1 Introduction
	3.2 Preparing Resilient Pre-service Teachers for the Classroom
	3.3 The BRiTE Project: 2013–2016
		3.3.1 Building the BRiTE Framework
		3.3.2 Designing the Online Learning Experience
	3.4 Module Evaluation
	3.5 Module Implementation: Options for Teacher Educators
	3.6 Website Usage 2015–2020
	3.7 Staying BRiTE: 2016–2018
	3.8 A BRiTE Future?
	References
Part IIImplementation and Applications
4 Building Resilience for Early Years Teachers
	4.1 Quality Early Childhood Education and Care and the Role of the Educator
	4.2 Fostering Resilience and Growth in the Early Childhood Profession
	4.3 The Early Years at the University of Wollongong
	4.4 Contextualising BRiTE to the Early Childhood Educational Context
		4.4.1 Mapping Against the EYLF
		4.4.2 Mapping Against the NQS
		4.4.3 Mapping BRiTE to the Bachelor of Education: The Early Years Degree
		4.4.4 Embedding BRiTE as a Developmental Progression
	4.5 Feedback and Findings on Impact of BRiTE
	References
5 Thinking Dispositions for Teaching: Enabling and Supporting Resilience in Context
	5.1 Introduction
	5.2 Enabling and Supporting Resilience in Context: Dispositions and Learning to Teach
		5.2.1 Developing Resilience Through Initial Teacher Education
		5.2.2 Dispositions for Thinking and Teaching
	5.3 Our Context: University-Led, Site-Based Teacher Education
		5.3.1 A Key Feature of the Programme: The Thinking Dispositions Framework
		5.3.2 Teaching Values in Action
	5.4 Prompting Reflection on the Thinking Dispositions and Resilience
	5.5 Our Research Approach
		5.5.1 Data Collection Methods
		5.5.2 Data Analysis
	5.6 Analysis and Discussion
		5.6.1 The People-Centred Disposition as a Foundational Aspect Supporting Resilience
		5.6.2 The Interconnected Nature of the Dispositions in Supporting Resilience
		5.6.3 PST Perceptions and Understandings of Resilience
	5.7 Conclusions and Future Directions
	References
6 Building Resilience: Using BRiTE with Beginning Teachers in the United States
	6.1 Introduction
	6.2 Teaching in the United States
	6.3 Why BRiTE?
	6.4 Context and Participants
		6.4.1 Group One: Franklin County
		6.4.2 Group Two: Promise of Leadership Award Recipients
	6.5 The Workshops
	6.6 Feedback
		6.6.1 Relevance of Program
		6.6.2 Community Building
	6.7 Conclusion
	References
7 ‘Positive Education’: A Professional Learning Programme to Foster Teachers’ Resilience and Well-Being
	7.1 Introduction
	7.2 Rationale and Goals of the ‘Positive Education’ Programme
	7.3 Design and Implementation of the Training Modules
	7.4 Overview of the Training Modules
	7.5 Evaluation of the Training Modules
		7.5.1 Participants
		7.5.2 Procedure
		7.5.3 Data Analysis
	7.6 Results
		7.6.1 Perceived Usefulness and Application of the Programme
		7.6.2 Perceived Impact on Relationships
		7.6.3 Perceived Impact on Resilience and Conflict Management Skills
		7.6.4 Pros and Cons of the Training Programme
		7.6.5 Suggested Improvements for the Training Programme
		7.6.6 Global Evaluation of the Programme
	7.7 Concluding Remarks
	References
8 Professional Assessment and Development Induction Program: An Application of the BRiTE Project to the Spanish Context
	8.1 Introduction
	8.2 Teacher Induction in Spain
	8.3 Induction, Resilience, and Mentoring
	8.4 The Intervention Program
	8.5 Method
	8.6 Results
		8.6.1 Novice Teachers’ Resilience and Commitment to Teaching
		8.6.2 Participants’ Satisfaction with the PAD Program
	8.7 Discussion and Conclusions
	References
9 Staying BRiTE in the Dutch Teacher Education Context
	9.1 Introduction
		9.1.1 Dutch PSTs’ Mental Health and Well-Being
		9.1.2 Project ‘Life Is Tough but so Are You’
	9.2 The Dutch Teacher Education Context
		9.2.1 Dutch Education System and Teacher Education
		9.2.2 The Two Contexts Involved
	9.3 Teacher Educators’ Views on Enhancing Resilience
		9.3.1 Views on BRiTE Dimensions
		9.3.2 Summarizing Teachers’ Perceptions of Resilience Building in the Programme
	9.4 BRiTE Modules in Dutch Teacher Education Programmes
		9.4.1 BRiTE and LITBSAY
		9.4.2 BRiTE Modules: First Impressions and Suggestions
	9.5 Conclusion
	References
10 BRiTE Mind: Introducing Mindfulness to Cultivate Personal and Professional Resilience in Teachers
	10.1 Introduction
	10.2 The Impact of Mindfulness Training on Students and Teachers
	10.3 BRiTE Mind: Supporting the BRiTE Programme in Cultivating Mindful Resilience
	10.4 Key Elements of Mindfulness and Mindful Practice
	10.5 Links Between Resilience Concepts in BRiTE and Mindfulness Approaches
	10.6 Application to Teacher Experiences—Examples of Mindful Responding in Practice
	10.7 Limitations and Conclusions
	References
11 Practical Applications for Building Teacher WellBeing in Education
	11.1 Introduction
	11.2 Positive Psychology and Teacher Wellbeing
	11.3 Developing the Psychological Capital of Teachers
	11.4 Interventions for Developing Teacher Wellbeing
		11.4.1 Positive Emotions
		11.4.2 Engagement
		11.4.3 Relationships
		11.4.4 Meaning
		11.4.5 Accomplishment
	11.5 Professional Development Considerations for Teacher Wellbeing
	11.6 Conclusion
	References
Part IIIFuture Directions
12 ‘Head’ First: Principal Self-care to Promote Teacher Resilience
	12.1 Introduction
	12.2 Mindfulness: Training for Resilience
	12.3 Mindfulness: Managing My Inner Dialogue
	12.4 Mindfulness: Nurturing My Self-care
	12.5 Mindfulness: Reducing My Stress and Burnout
	12.6 Principals Impact on Teachers’ Resilience
	12.7 Who Cares for School Leaders?
	12.8 Conclusion
	References
13 Early Career Casual Teachers: The Role of Relationships with Colleagues in Negotiating a Teacher Identity and Developing Resilience
	13.1 Introduction
	13.2 Literature Review
	13.3 Methodology
	13.4 Findings
		13.4.1 Role of Relationships in Finding Employment
		13.4.2 Student–Teacher Relationships
		13.4.3 Building Relationships with Colleagues
	13.5 Case Study: Chloe
	13.6 Discussion
	13.7 Conclusion
	References
14 Understanding Teacher Wellbeing Through Job Demands-Resources Theory
	14.1 Introduction
	14.2 Operationalising Teacher Wellbeing and Resilience
	14.3 The Job Demands-Resources Theory
	14.4 JD-R Theory and Links with Resilience
	14.5 Research Employing JD-R Theory in Teaching Populations
	14.6 JD-R Theory and Resilience Among Teachers
	14.7 Implications—Bridging the Gap Between Research and Practice
	14.8 Limitations
	14.9 Conclusion
	References
15 Resilience Building for Pre-service Teachers: BRiTE, Micro-Teaching and Augmented Reality/Simulation (BRiTE-AR)
	15.1 Introduction
	15.2 Teacher Education—Building Resilience of PSTs by Making It Visible, Immersive and Reflective
	15.3 Building BRiTE-AR Resilience in Teacher Education: BRiTE, Micro-Teaching and Simulation
		15.3.1 Components of BRiTE-AR Model: BRiTE, Micro-Teaching, Simulation
	15.4 Methods
		15.4.1 Site, Participants and Program
		15.4.2 Study Design
		15.4.3 Limitations
	15.5 Findings and Discussion
		15.5.1 BRiTE (Representation of Practice)
		15.5.2 Micro-Teaching (Decomposition of Practice)
		15.5.3 Simulation (Approximation of Practice)
	15.6 Conclusion
	References
16 Teachers’ Resilience: Conceived, Perceived or Lived-in
	16.1 Background
	16.2 Chapter Purpose and Organization
	16.3 Conceived, Theoretical Tenets of Resilience
		16.3.1 Human Resilience
		16.3.2 Teachers’ Resilience
		16.3.3 Perceived Teacher Resilience
	16.4 Case Study Vignettes
		16.4.1 Chris, 45 Years Old, HPE Teacher and Head of Sport
		16.4.2 Steph: 45 Years Old, Secondary History and Biology Teacher
	16.5 Lived-in Teacher Resilience
	16.6 Implications and Future Directions
	References
17 Navigating Changing Times: Exploring Teacher Educator Experiences of Resilience
	17.1 Introduction
	17.2 Literature Review
		17.2.1 The Higher Education Context
		17.2.2 Teacher Educators’ Work
	17.3 Conceptual Framework
	17.4 Methodology
		17.4.1 Recruitment of Participants
		17.4.2 Questionnaire
		17.4.3 Analysis
	17.5 Results
		17.5.1 What Constrains and Challenges Teacher Educators?
		17.5.2 What Sustains Teacher Educators?
		17.5.3 The Intersection of Constraining and Sustaining Factors
	17.6 Discussion
	17.7 Conclusions, Limitations and Future Directions
	References
18 Looking Back and Moving Forward
	18.1 Introduction
	18.2 Conceptualising Resilience and Wellbeing
	18.3 Supporting Resilience and Wellbeing: Applications
	18.4 Supporting Resilience and Wellbeing: Impact
	18.5 Exploring Resilience and Wellbeing in Context
	18.6 Future Directions: Moving Forward
	18.7 Conclusions
	References