Special issue: teachers and resilience: interdisciplinary accounts
Special issue: teachers and resilience: interdisciplinary accounts
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特刊：教师与复原力：跨学科账户
DOI：
10.1080/13540602.2014.937956
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发表时间：
2014
影响因子：
2.7
通讯作者：
Griffiths A
中科院分区：
文献类型：
--
作者：
Griffiths A
这本论文集是由英国经济和社会研究委员会资助的一系列研讨会的成果之一。该系列会议汇集了教育、职业健康、组织科学和心理学方面的研究人员；教师;教师教育家，护士教育家；地方政府领导；当时的学校培训发展署；以及帮助遭受工作压力的教师的组织代表。这个小组在一年的时间里开会四天，讨论来自澳大利亚、荷兰和英国的贡献，以建立对学校弹性的理解。一个概述一些范例项目的小册子可以从http://www下载。esrc。ac.英国/ my-esrc /授予/ res - 451 - 26 - 0668 /输出/读/ d93b9939 - 79 - f3 - 474 f - ad74 - 911 e6a16a160。研讨会的主持者克里斯托弗·戴（Christopher Day）和顾青（Qing Gu）及其同事在英国诺丁汉大学（University of Nottingham）开展了一系列关于教师职业生涯的研究，这是研讨会的出发点。他们对长期开展的VITAE（教师生活、工作和有效性的变化）研究项目的研究结果的反思已经开始表明，在考虑教师的持久性和幸福感时，通常与儿童发展研究相关的弹性概念具有相当大的解释力（Day & Gu, 2014）。研讨会讨论很快就脱离了弹性的概念，它仅仅是一种个人属性，使一些教师能够应对学校生活的需求；并继续专注于创造学校环境，让教师可以作为有主见和有目的的专业人士。例如，来自组织科学的见解有助于加深对学校领导者如何创建实践的理解，以培养维持专业参与和管理最苛刻任务的弹性能力的机构和目的。蓬勃发展的学校，教师保留率高的例子表明，这些做法的特点是认真对待专业知识和判断的关系，并注意超越相对狭窄的外部检查标准的专业价值。当然，这种对人际关系的关注，在最近的许多心理学中都有发现，在个人内部，关于恢复力的观点；例如，Luthar和Brown观察到“……支持、爱和安全的存在会增强人们的韧性，部分原因是通过增强人们的先天优势（如自我效能感、积极情绪和情绪调节）……”（Luthar和Brown， 2007, p. 957）。然而，在研讨会上分享的专业基础和多学科的弹性描述使我们超越了Luthar和Brown关于这个概念的关系观点的版本；相反，他指出了一种辩证的解释，承认自我效能感和承诺，这对有目的的实践是如此必要，涉及到对实践本身的影响。
This collection of papers is one outcome of a seminar series funded by the UK Economic and Social Research Council. The series brought together researchers in education, occupational health, organisational science and psychology; teachers; teacher educators, nurse educators; local authority leaders; the then Training and Development Agency for Schools; and representatives of organisations helping teachers suffering from work-related stress. This group met for four days over one year to discuss contributions from Australia and the Netherlands as well as the UK in order to build understandings of resilience in schools. A booklet outlining some exemplar projects can be downloaded at http://www. esrc. ac. uk/my-esrc/grants/RES-451-26-0668/outputs/read/d93b9939-79f3-474f-ad74-911e6a16a160. The starting point was the set of studies of teachers’ professional lives undertaken by the seminar leaders Christopher Day and Qing Gu, with others at the University of Nottingham in the UK. Their reflections on the findings of their long-running VITAE (Variations in Teachers’ Lives, Work and Effectiveness) research programme had begun to suggest that the idea of resilience, usually associated with child development research, had considerable explanatory power when considering the persistence and well-being of teachers (Day & Gu, 2014). Seminar discussions moved quickly away from notions of resilience as simply a personal attribute which allowed some teachers to cope with the demands of school life; and went on to focus on creating school environments in which teachers could operate as agentic and purposeful professionals. Insights from organisational science contributed to this growing understanding of how, for example, school leaders can create practices which foster the agency and purpose that sustain professional engagement and the capacity for resilience in managing even the most demanding of tasks.Examples of thriving schools, with high levels of teacher retention, revealed that these practices are marked by relationships where professional expertise and judgements are taken seriously and are shaped by attention to professional values which transcend the relatively narrow focus of external inspection criteria. This attention to relationships, of course, is found in many of the more recent psychological, within person, views of resilience; Luthar and Brown have, for example, observed ‘…[t] he presence of support, love and security fosters resilience, in part by reinforcing people’s innate strengths (such as self-efficacy, positive emotions and emotion regulation)…’(Luthar & Brown, 2007, p. 957). However, the professionally grounded and multi-disciplinary accounts of resilience that were shared in the seminars took us beyond Luthar and Brown’s version of a relational view of the concept; and instead pointed to a dialectical account which recognised that self-efficacy and commitment, which are so necessary to agentic purposeful practice, involve an impact on the practice itself.
有弹性的教师，有弹性的学校：在测试时期建立和维持质量
DOI：
--
发表时间：
2013
期刊：
--
影响因子：
--
作者：
Day
通讯作者：
Day
影响因子：
1.5
作者：
Edwards, Anne
通讯作者：
Edwards, Anne
DOI：
10.7146/ocps.v9i1.2087
发表时间：
2007
期刊：
Outlines. Critical Practice Studies
影响因子：
--
作者：
A. Edwards;A. Apostolov
通讯作者：
A. Apostolov