Catalog Home Page

Using online modules to build capacity for teacher resilience

Beltman, S., Mansfield, C.F., Wosnitza, M., Weatherby-Fell, N. and Broadley, T. (2018) Using online modules to build capacity for teacher resilience. In: Wosnitza, M., Peixoto, F., Beltman, S. and Mansfield, C.F., (eds.) Resilience in Education. Springer, pp. 237-253.

Link to Published Version: https://doi.org/10.1007/978-3-319-76690-4_14
*Subscription may be required

Abstract

Teacher resilience is regarded as a complex, multidimensional, dynamic construct. Enhancing teacher resilience can potentially increase teacher commitment, yet interventions to build resilience in pre-service programmes are scarce. This chapter examines the effectiveness of the BRiTE (Building Resilience in Teacher Education) online modules to develop pre-service teachers’ capacity for resilience in Australia. The modules are briefly described. Perceptions of 146 final year pre-service teachers were gathered regarding resilience, self-efficacy, commitment and coping before completing the BRiTE modules and their final professional experience school placement. Both pre- and post-school placement measures were completed by 49 participants. To determine the impact of using the modules, matched data sets were divided with “users” (n = 32) scoring significantly higher scores than “non-users” (n = 17) on five post-placement survey scales. Despite some limitations, there was an indication that using the online modules assisted pre-service teachers develop their capacity for resilience. Adapting the modules for use with in-service teachers and other professionals is an avenue for future research. This study has significance, given the importance of teacher professional resilience, and suggests that interventions developed for pre-service contexts can make a difference.

Item Type: Book Chapter
Murdoch Affiliation: School of Education
Publisher: Springer
Copyright: © 2018 Springer International Publishing AG, part of Springer Nature
URI: http://researchrepository.murdoch.edu.au/id/eprint/41812
Item Control Page Item Control Page