Resilience in Education

1. Front Matter

   Pages i-xviii

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2. Introduction

   1. Front Matter

      Pages 1-1

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   2. Resilience in Education: An Introduction

      • Susan Beltman, Caroline F. Mansfield

      Pages 3-9

3. Conceptualising Resilience

   1. Front Matter

      Pages 11-11

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   2. (Re)conceptualising Teacher Resilience: A Social-Ecological Approach to Understanding Teachers’ Professional Worlds

      • Qing Gu

      Pages 13-33

   3. How Does Apprentice Resilience Work?

      • Jennifer Schwarze, Marold Wosnitza

      Pages 35-51

   4. Great Southern Lands: Making Space for Teacher Resilience in South Africa and Australia

      • Caroline F. Mansfield, Liesel Ebersöhn, Susan Beltman, Tilda Loots

      Pages 53-71

   5. A Multidimensional View on Pre-service Teacher Resilience in Germany, Ireland, Malta and Portugal

      • Francisco Peixoto, Marold Wosnitza, Joana Pipa, Mark Morgan, Carmel Cefai

      Pages 73-89

4. Researching Resilience in Educational Contexts

   1. Front Matter

      Pages 91-91

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   2. The Interplay Between the Motivation to Teach and Resilience of Student Teachers and Trainee Teachers

      • Lucas Lohbeck

      Pages 93-106

   3. Exploring Canadian Early Career Teachers’ Resilience from an Evolutionary Perspective

      • Mylène Leroux

      Pages 107-129

   4. Early Career Teachers in Rural Schools: Plotlines of Resilience

      • Leanne Crosswell, Jill Willis, Chad Morrison, Andrew Gibson, Mary Ryan

      Pages 131-146

   5. Teachers’ Narratives of Resilience: Responding Effectively to Challenging Behaviour

      • Katya Galea

      Pages 147-166

   6. Teacher Resilience in Adverse Contexts: Issues of Professionalism and Professional Identity

      • Maria Assunção Flores

      Pages 167-184

   7. An Exploratory Interview Study of University Teacher Resilience

      • Kerstin Helker, Caroline F. Mansfield, Marold Wosnitza, Hendrieke Stiller

      Pages 185-201

   8. Teacher Championship of Resilience: Lessons from the Pathways to Resilience Study, South Africa

      • Linda C. Theron

      Pages 203-217

5. Connecting to Practice

   1. Front Matter

      Pages 219-219

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   2. Finding a Place for Resilience in Teacher Preparation

      • Gavin Hazel

      Pages 221-235

   3. Using Online Modules to Build Capacity for Teacher Resilience

      • Susan Beltman, Caroline F. Mansfield, Marold Wosnitza, Noelene Weatherby-Fell, Tania Broadley

      Pages 237-253

   4. Enhancing Teacher Resilience Through Face-to-Face Training: Insights from the ENTREE Project

      • José Castro Silva, Joana Pipa, Cynthia Renner, Margaret O’Donnell, Carmel Cefai

      Pages 255-274

This volume focuses on resilience in educational contexts which has emerged as an important field of research, with recent investigation into resilience of school students teachers, and post-secondary students and staff. The book integrates theoretically diverse viewpoints and research advancing relevant theory. It furthermore presents interventions which aim enhancing resilience in the educational context. The interplay between more basic research and actual practice in the classroom, university or workplace enriches relevant theory and research. Each chapter includes an explanation of how resilience is conceptualized in the research and the methods used to examine resilience. The chapters also provide a description of the context in which the research was conducted and how particular aspects of context influence the resilience process. Innovative approaches to exploring resilience are highlighted as well as directions for future research.

• teacher resilience
• teacher emotions
• interventions
• teacher training
• teacher education
• mentorship
• professional identity
• self-reflection
• apprentice resilience
• resilience curriculum
• Resilience in education
• pre-service teacher resilience
• motivation to teach
• early career teacher's resilience
• responding to challenging behaviour
• school resilience program

“I have been inspired by this book to focus my research on the interactions between teachers and their environment from an ecological perspective. ... The book will benefit pre-service and novice teachers working in adverse school contexts, and offer efficient strategies deriving from resilience intervention programmes to navigate an array of pressures and thrive well in future teaching and learning. Therefore, I would recommend it to anyone who endeavours both to research and to develop resilience in educational contexts.” (Wenxiu Chu, Educational Review, Vol. 73 (6), 2021)

• Institute of Education, RWTH Aachen University, Aachen, Germany

  Marold Wosnitza

• ISPA-Instituto Universitário/CIE – ISPA, Lisbon, Portugal

  Francisco Peixoto

• School of Education, Curtin University, Perth, Australia

  Susan Beltman

• School of Education, Murdoch University, Perth, Australia

  Caroline F. Mansfield

Dr. Marold Wosnitza is Professor of Education at RWTH Aachen University and Adjunct Professor at Murdoch University in Perth. His research interests include teacher motivation and emotions and resilience. He is head of several national and international research projects including a Lifelong Learning Programme funded project: ENTREE (Enhancing Teacher Resilience in Europe). Marold Wosnitza published numerous journal articles, books and book chapters and presented his research at national and international conferences. He is currently faculty dean research and is heading three different research groups.

Francisco Peixoto is Vice-Rector and Professor at ISPA – Instituto Universitário, the oldest Psychology school in Portugal. His current research interests include identity construction in general, and particularly in teachers, as well as teacher’s resilience. He was member and leader of project teams funded by the Portuguese National Science and Technology Foundation and is a project team member of the funded project by the European Union Lifelong Learning Program project called ENTREE (ENhancing Teacher REsilience in Europe). He published several papers in national and international journals, book chapters and presented his research at national and international conferences.

Susan Beltman is Associate Professor in the School of Education at Curtin University in Western Australia. Her current research interests involve using qualitative methods (including drawings) to examine mentoring, as well as teacher resilience and identity. She was a team member for an ALTC funded project Keeping Cool: Embedding Resiliency in the Initial Teacher Education Curriculum, and is a project team member for two other resilience projects: a European Union Lifelong Learning Program project called ENTREE (ENhancing Teacher REsilience in Europe), and an OLT project BRiTE (Building Resilience in Teacher Education). Susan is President of WAIER (Western Australian Institute for Educational Research).

Dr Caroline Mansfield is an Associate Professor in Education and Associate Dean of Research in the School of Education, Murdoch University, Western Australia. Her research focuses on teachers and students, with an emphasis on motivation, wellbeing, and resilience. Caroline has led two large projects about teacher resilience - Keeping Cool: Embedding resilience in initial teacher education curriculum, and BRiTE: Building Resilience in Teacher Education. In 2016 she was awarded a National Teaching Fellowship (Staying BRiTE: Promoting resilience in higher education) to lead a team of colleagues across Australia to embed resilience in teacher education programs and build a national and international network of interested researchers and practitioners.

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