دانلود کتاب Cultivating Teacher Resilience: International Approaches, Applications and Impact

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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