Challenges to teacher resilience: conditions count
Challenges to teacher resilience: conditions count
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DOI：
10.1080/01411926.2011.623152
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发表时间：
2013-02-01
影响因子：
2.3
通讯作者：
Day, Christopher
中科院分区：
文献类型：
--
作者：
Gu, Qing;Day, Christopher
根据一项为期四年的关于英国教师工作和生活变化的国家研究项目的发现，本文提供了经验证据，有助于理解弹性在教师工作中的重要性。在这项研究中，老师们所感知到的适应力的经验是，它既不是天生的，也不是稳定的，它不仅仅是一种在极端不利环境中生存和发展的能力。相反，它被认为与他们维持其教育目的的日常能力密切相关，并成功地管理作为一名教师的实践中固有的不可避免的不确定性。由于他们工作的个人、关系和组织环境的影响，他们的适应能力有所波动。研究结果对初始和在职专业发展计划、学校领导和教师的质量保留都有影响。
Drawing upon findings of a four-year national research project on variations in the work and lives of teachers in England, this paper provides empirical evidence which contributes to understandings about the importance of resilience in teachers' work. The experience of resilience as perceived by teachers in this research was that it was neither innate nor stable and was much more than a capacity to survive and thrive in extremely adverse circumstances. Rather, it was perceived as being closely allied to their everyday capacity to sustain their educational purposes and successfully manage the unavoidable uncertainties which are inherent in the practice of being a teacher. Their capacity to be resilient fluctuated as a result of the influences of the personal, relational and organisational settings in which they worked. The findings have implications for initial and in-service professional development programmes, school leadership and the quality retention of teachers.