作者: 朝圣者 時(shí)間: 2025-3-21 23:29
Understanding and Examining Teacher Resilience from Multiple Perspectives to examine it. In addition, the conceptual focus has implications for questions such as whose responsibility it is for the development of resilience. Research conducted within two Australian projects, . and . (Building Resilience in Teacher Education) is used as an illustration of the impact of a c作者: Adjourn 時(shí)間: 2025-3-22 01:43
A BRiTE Journey: 2013–2019ional resilience is a question often asked by teacher educators. This chapter overviews the design, development and features of a series of five online learning modules designed to support pre-service teacher resilience. The BRiTE modules were informed by an analysis of the literature and content cr作者: ethnology 時(shí)間: 2025-3-22 04:50 作者: palliative-care 時(shí)間: 2025-3-22 09:29
Thinking Dispositions for Teaching: Enabling and Supporting Resilience in Contextesign of both programmes and professional learning opportunities. This chapter explores how an explicit focus on thinking dispositions that enable effective teaching are developed in a Master of Teaching (Secondary) programme. This programme, delivered on-site at a secondary school, included careful作者: Gourmet 時(shí)間: 2025-3-22 15:18
Building Resilience: Using BRiTE with Beginning Teachers in the United Statesfirst five years teaching. Most efforts to improve this focus on implementing mentoring and induction programs. However, improving beginning teachers’ resilience may be an additional strategy, as it develops individual protective factors independent of working conditions. This chapter describes a se作者: Gourmet 時(shí)間: 2025-3-22 18:22
‘Positive Education’: A Professional Learning Programme to Foster Teachers’ Resilience and Well-Beinional learning programme focused on resilience and well-being, targeting 35 in-service Portuguese teachers, mostly working in middle and secondary education. The ‘Positive Education’ programme was adapted from the European project ENTREE (ENhancing Teachers REsilience in Europe) and encompasses six 作者: helper-T-cells 時(shí)間: 2025-3-22 21:32 作者: Diuretic 時(shí)間: 2025-3-23 03:53
Staying BRiTE in the Dutch Teacher Education Context identity as a teacher. Developing the knowledge and skills to manage working as a teacher is important to prevent emotional exhaustion during teacher education and later in the teaching career. Therefore, it is important to begin building resilience during the teacher education programme. Dutch pol作者: GRIPE 時(shí)間: 2025-3-23 07:28
BRiTE Mind: Introducing Mindfulness to Cultivate Personal and Professional Resilience in Teacherss, in efforts to improve well-being and resilience in the face of increasing demands and stressors. With teachers often at the forefront of these demands, mindfulness offers the potential to support personal and professional resilience, through enhanced self-awareness, supporting well-being and deve作者: 顧客 時(shí)間: 2025-3-23 10:12 作者: 揮舞 時(shí)間: 2025-3-23 16:07
‘Head’ First: Principal Self-care to Promote Teacher Resilienceve or negative emotions can influence the mood of their teaching staff and can enhance or hinder a teacher’s resilience. Unfortunately, though, many school principals suffer from their own high levels of stress, emotional exhaustion and fatigue-related issues, whilst concurrently being tasked with t作者: 拋物線 時(shí)間: 2025-3-23 21:21 作者: hallow 時(shí)間: 2025-3-24 01:20
Understanding Teacher Wellbeing Through Job Demands-Resources Theory employees’ wellbeing in the workplace. The present chapter provides a broad overview of JD-R theory, and discusses how the theory can be harnessed to further understand the factors influencing teachers’ wellbeing. The chapter also reviews prior research employing JD-R theory in teaching populations作者: 不自然 時(shí)間: 2025-3-24 04:17 作者: osteocytes 時(shí)間: 2025-3-24 10:13
Teachers’ Resilience: Conceived, Perceived or Lived-inars advocate fostering teacher resilience. This chapter presents a critical examination of teacher resilience. Originally . as a personal trait, later research showed human resilience is an attribute that can be developed. Resilience is one’s ability to manage stressors and maintain adaptive functio作者: DEBT 時(shí)間: 2025-3-24 11:14 作者: Culmination 時(shí)間: 2025-3-24 16:07
Constructing a Theoretical Framework,haracteristics, as well as strategies used and outcomes achieved. It is argued that taking multiple perspectives in this programme of work has enabled the incorporation of a broad range of research methods and findings, and contributed to a deeper understanding of the construct of teacher resilience.作者: 要求比…更好 時(shí)間: 2025-3-24 22:10 作者: epicondylitis 時(shí)間: 2025-3-25 00:18
Jeff Hyman,Dora Scholarios,Chris Baldryinvolved interviewing students about challenges in their progress, and ways the BRiTE modules have assisted them in responding to these challenges. This has shown the value our students see in BRiTE, and has helped us to regularly monitor and make changes to the links between the modules and subjects in the degree.作者: bypass 時(shí)間: 2025-3-25 04:15 作者: BUOY 時(shí)間: 2025-3-25 08:22
West European Terrorism in the 1990s,s chapter focuses on describing the Dutch teacher education context and teacher educators’ perceptions of resilience. We also discuss how the BRiTE modules can be implemented in Dutch teacher education programmes.作者: Crepitus 時(shí)間: 2025-3-25 15:42
West European Terrorism in the 1990s, in the present moment, awareness of emotion and cultivating mindful attitudes, such as compassion. These are applied specifically to teacher experiences to support conscious and mindful action, for personal well-being, and in the classroom.作者: 根除 時(shí)間: 2025-3-25 17:13
,The Red Republican Interlude, 1849–51,d more resilient to positively impact others and flourish in their role. Leadership does matter and ensuring that we address leaders’ well-being and resilience will mean they will be better equipped to engender resilience in their staff.作者: 合乎習(xí)俗 時(shí)間: 2025-3-25 23:11 作者: pineal-gland 時(shí)間: 2025-3-26 03:01 作者: Ardent 時(shí)間: 2025-3-26 06:39 作者: flutter 時(shí)間: 2025-3-26 10:45 作者: 全等 時(shí)間: 2025-3-26 14:18
Staying BRiTE in the Dutch Teacher Education Contexts chapter focuses on describing the Dutch teacher education context and teacher educators’ perceptions of resilience. We also discuss how the BRiTE modules can be implemented in Dutch teacher education programmes.作者: conjunctiva 時(shí)間: 2025-3-26 17:38 作者: 推測 時(shí)間: 2025-3-27 00:49 作者: Vulnerary 時(shí)間: 2025-3-27 03:24
,Restoring Democracy in Haiti 1991–94,s and impact. Each chapter draws on particular aspects of teacher resilience and emphasises the importance of context in cultivating resilience at a range of teacher career stages. Future directions broadening the programme of research are also explored.作者: 節(jié)省 時(shí)間: 2025-3-27 06:41
Work-Life Balance in the 21st Century,ly constructed teaching opportunities to support development of thinking dispositions. Ways of thinking and the impact they have on feelings, actions and beliefs will be examined along with how the implementation of our thinking dispositions framework supports the development of resilience in challenging teaching and learning contexts.作者: Interlocking 時(shí)間: 2025-3-27 10:13 作者: Haphazard 時(shí)間: 2025-3-27 14:50
,The Red Republican Interlude, 1849–51,ated their teacher identity. Drawing on data from focus groups, semi-structured interviews and reflective tasks, the chapter shares insights into how relationships are pivotal in the development of a strong teacher identity.作者: inflate 時(shí)間: 2025-3-27 18:04
Building Resilience: Using BRiTE with Beginning Teachers in the United Stateses during the 2017–2018 school year. All teacher participants were K-12 teachers in their first three years teaching, most teaching in a rural setting. Strategies that have been successfully implemented will be shared along with participant feedback that demonstrates value of the modules for supporting beginning teachers.作者: GIDDY 時(shí)間: 2025-3-28 00:05 作者: 決定性 時(shí)間: 2025-3-28 03:08 作者: fixed-joint 時(shí)間: 2025-3-28 08:16
Thinking Dispositions for Teaching: Enabling and Supporting Resilience in Contextly constructed teaching opportunities to support development of thinking dispositions. Ways of thinking and the impact they have on feelings, actions and beliefs will be examined along with how the implementation of our thinking dispositions framework supports the development of resilience in challenging teaching and learning contexts.作者: 和諧 時(shí)間: 2025-3-28 14:30
ht the importance of cultivating resilience at various stageThis open access book follows the development of the Building Resilience in Teacher Education (BRiTE) project across Australia and internationally. Drawing on the success of this project and the related research collaborations that have sin作者: Loathe 時(shí)間: 2025-3-28 14:43
,Restoring Democracy in Haiti 1991–94,tives. The inspiration for this volume stems from two Australian projects: . and the subsequent Australian Learning and Teaching Fellowship, . The chapters follow the journey of interrelated research that has grown across Australia and internationally, highlighting a range of approaches,?application作者: 洞察力 時(shí)間: 2025-3-28 22:46 作者: Phonophobia 時(shí)間: 2025-3-29 00:26
,Restoring Democracy in Haiti 1991–94,ional resilience is a question often asked by teacher educators. This chapter overviews the design, development and features of a series of five online learning modules designed to support pre-service teacher resilience. The BRiTE modules were informed by an analysis of the literature and content cr作者: 并入 時(shí)間: 2025-3-29 05:45
Jeff Hyman,Dora Scholarios,Chris Baldry to respond to challenges in the supportive learning environment of pre-service learning is important to building strength and resilience for teachers’ careers. In this endeavour, the BRiTE (Building Resilience in Teacher Education) online modules have been integrated across an Early Years degree at作者: CHASM 時(shí)間: 2025-3-29 11:00
Work-Life Balance in the 21st Century,esign of both programmes and professional learning opportunities. This chapter explores how an explicit focus on thinking dispositions that enable effective teaching are developed in a Master of Teaching (Secondary) programme. This programme, delivered on-site at a secondary school, included careful作者: Painstaking 時(shí)間: 2025-3-29 14:34
Work-Life Balance in the 21st Century,first five years teaching. Most efforts to improve this focus on implementing mentoring and induction programs. However, improving beginning teachers’ resilience may be an additional strategy, as it develops individual protective factors independent of working conditions. This chapter describes a se作者: Gene408 時(shí)間: 2025-3-29 17:22
ional learning programme focused on resilience and well-being, targeting 35 in-service Portuguese teachers, mostly working in middle and secondary education. The ‘Positive Education’ programme was adapted from the European project ENTREE (ENhancing Teachers REsilience in Europe) and encompasses six 作者: DRILL 時(shí)間: 2025-3-29 23:04 作者: optional 時(shí)間: 2025-3-30 00:10 作者: crease 時(shí)間: 2025-3-30 04:22
West European Terrorism in the 1990s,s, in efforts to improve well-being and resilience in the face of increasing demands and stressors. With teachers often at the forefront of these demands, mindfulness offers the potential to support personal and professional resilience, through enhanced self-awareness, supporting well-being and deve作者: Awning 時(shí)間: 2025-3-30 09:53
The Liberal Response to Terrorism,onsidering leaving the profession. Teachers are the greatest resource in education and therefore, must be given opportunities to learn skills in resilience to ensure the profession’s sustainability. This chapter will highlight the threats to teacher wellbeing and resilience and suggest skills, strat作者: 愉快么 時(shí)間: 2025-3-30 13:01 作者: 頌揚(yáng)國家 時(shí)間: 2025-3-30 20:24 作者: Fabric 時(shí)間: 2025-3-31 00:14
,The Red Republican Interlude, 1849–51, employees’ wellbeing in the workplace. The present chapter provides a broad overview of JD-R theory, and discusses how the theory can be harnessed to further understand the factors influencing teachers’ wellbeing. The chapter also reviews prior research employing JD-R theory in teaching populations作者: 漫不經(jīng)心 時(shí)間: 2025-3-31 04:36
,The Red Republican Interlude, 1849–51,ren within the classroom. Yet, the role of a teacher expands well beyond classroom experiences and at times includes conflict and stressful situations. How do ITE programs cater for these critical learning incidences? Augmented realities such as ‘human in the loop’ simulation and virtual learning en作者: 信任 時(shí)間: 2025-3-31 07:10 作者: MODE 時(shí)間: 2025-3-31 10:26
Caroline F. MansfieldFeatures chapters focusing on conceptual issues, empirical studies and applications.Includes multiple perspectives and contexts that highlight the importance of cultivating resilience at various stage作者: 縮影 時(shí)間: 2025-3-31 13:27
