Resilient teachers, resilient schools : building and sustaining quality in testing times Christopher Day; Qing Gu

By:

Day, Christopher

Contributor(s):

Gu, Qing

Material type: Text

TextLanguage: English Series: Teacher quality and school development seriesPublication details: London ; New York : Routledge, 2014.Description: xviii, 174 pages ; 24 cmISBN:

9780415818957

Subject(s):

DDC classification:

371.102 DAY

Contents:

The nature of teacher resilience. The nature of resilience : interdisciplinary research perspectives -- Why the best teaching and learning in schools requires everyday resilience -- Well-being, emotions and the importance of care -- Building resilience in teachers : contexts count. Identities and commitment in the workplace : the role of the vocational self -- Teacher development, retention and renewal -- Workplace factors which promote resilience -- Why teacher resilience matters. Resilient leaders, resilient schools -- The role of resilience in teachers' career-long commitment and effectiveness : evidence from the field -- Beyond survival : sustaining teacher resilience and quality in times of change.

Summary: This book unpicks the complex, dynamic blend of individuals' psychological and professional assets, workplace conditions and leadership support which enable teachers who stay in teaching to continue to make a difference in their careers, regardless of shifts in policy, workplace, professional and personal circumstances. Whilst much has been written over the years about teacher stress and burnout, there is very little research which reports on the conditions which are essential for teachers to sustain their commitment and effectiveness over their professional lives, in contexts of challenge and change. Drawing upon a range of educational, psychological, socio-cultural and neuro-scientific research, together with vivid accounts from teachers in a variety of primary and secondary schools internationally, and from their own research on teachers' work and identities, the authors discuss the dynamic nature, forms and practices of teacher resilience. They argue that resilience in teachers is not only their ability to bounce back in extremely adverse circumstances but that it is the capacity of teachers for everyday resilience which enables them to sustain their commitment and effectiveness in responding positively to the unavoidable uncertainties inherent of their professional lives. The authors conclude that resilience in teachers can be nurtured by the intellectual, social and organisational environments in which teachers work and live, rather than being simply a personal attribute or trait, determined by nature. Resilient Teachers, Resilient Schools will be of key interest to policy makers, head teachers, teachers and training and development organisations who wish to improve quality and standards in schools

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Holdings
Item type	Current library	Collection	Call number	Status	Notes	Date due	Barcode
General Books	CUTN Central Library Social Sciences	Non-fiction	371.102 DAY (Browse shelf(Opens below))	Checked out to Poornima Rajendran (PA1802)	Transferred to Education Department (Poornima Rajendran)	20/05/2020	36529

The nature of teacher resilience. The nature of resilience : interdisciplinary research perspectives --
Why the best teaching and learning in schools requires everyday resilience --
Well-being, emotions and the importance of care --
Building resilience in teachers : contexts count. Identities and commitment in the workplace : the role of the vocational self --
Teacher development, retention and renewal --
Workplace factors which promote resilience --
Why teacher resilience matters. Resilient leaders, resilient schools --
The role of resilience in teachers' career-long commitment and effectiveness : evidence from the field --
Beyond survival : sustaining teacher resilience and quality in times of change.

This book unpicks the complex, dynamic blend of individuals' psychological and professional assets, workplace conditions and leadership support which enable teachers who stay in teaching to continue to make a difference in their careers, regardless of shifts in policy, workplace, professional and personal circumstances. Whilst much has been written over the years about teacher stress and burnout, there is very little research which reports on the conditions which are essential for teachers to sustain their commitment and effectiveness over their professional lives, in contexts of challenge and change. Drawing upon a range of educational, psychological, socio-cultural and neuro-scientific research, together with vivid accounts from teachers in a variety of primary and secondary schools internationally, and from their own research on teachers' work and identities, the authors discuss the dynamic nature, forms and practices of teacher resilience. They argue that resilience in teachers is not only their ability to bounce back in extremely adverse circumstances but that it is the capacity of teachers for everyday resilience which enables them to sustain their commitment and effectiveness in responding positively to the unavoidable uncertainties inherent of their professional lives. The authors conclude that resilience in teachers can be nurtured by the intellectual, social and organisational environments in which teachers work and live, rather than being simply a personal attribute or trait, determined by nature. Resilient Teachers, Resilient Schools will be of key interest to policy makers, head teachers, teachers and training and development organisations who wish to improve quality and standards in schools

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