Promoting resilience in higher education : a collaborative approach to curriculum development for student resilience in teacher education : final report.
Teacher quality has been a key priority in Australia and, since 2011, substantial reforms have occurred in the profession and in teacher education. Among these reforms are rigorous accreditation requirements and mandated standards for programs and graduate outcomes. There has also been heightened di...
| Institution: | Murdoch University |
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| Hoofdauteur: | |
| Gepubliceerd in: |
Australia. Dept of Education, Skills and Employment
2021
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| Onderwerpen: | |
| Online toegang: | https://ltr.edu.au/resources/FS16-0264_Murdoch_Mansfield_FinalReport_2021.pdf |
| Samenvatting: | Teacher quality has been a key priority in Australia and, since 2011, substantial reforms have occurred in the profession and in teacher education. Among these reforms are rigorous accreditation requirements and mandated standards for programs and graduate outcomes. There has also been heightened discussion about the non-academic capabilities required for teaching, including resilience, for pre-service and teacher induction programs. Because resilience is a process by which an individual mobilises personal and contextual resources to navigate challenges over time, it is important that teacher education programs provide opportunities for pre-service teachers to develop the skills and strategies needed for resilience in their chosen profession. This Fellowship aimed to lead strategic change in higher education by embedding contextually responsive approaches to promoting resilience in teacher education programs. Building upon the success of the BRiTE (Building Resilience in Teacher Education) project, and interest from teacher educators in explicitly addressing resilience (when current standards are silent on the issue) in teacher education, it set out to embed resilience skills and strategies in teacher education programs and develop authentic cases to showcase a range of contextually responsive approaches. The Fellowship engaged a collaborative network of 15 teacher educators from six Australian universities (Murdoch University, Charles Darwin University, Federation University, Queensland University of Technology, University of Wollongong and University of Tasmania). Each of the six teams brought a unique approach to promoting resilience in their teacher education programs, using university and school contexts, needs of particular preservice teacher cohorts, and teacher educator expertise to inspire innovative and creative thinking. Together, they embarked on a journey with a vision of embracing a range of approaches to facilitate the development of professional resilience for pre-service teachers. Phase 1 of the Fellowship involved team development and identification of focus for each team. The team were strategically invited to participate based on their previous interest in teacher resilience and research in the field, along with their capacity to contribute. A team leader was located at each university and they chose their colleagues to work with. The focus for each team was developed based on student needs and opportunities based on team members’ roles. In phase 2, a national survey was developed and conducted online. Participants were 73 teacher educators who shared their views about the extent to which resilience was being promoted in their programs. Findings from the survey are reported in a book published by Springer and developed by the Australian Teacher Education Association (Mansfield et al., 2018). The authentic case development occurred in phase 3, and this was a highly consultative and iterative process. A shared vision for the case was developed and aims, approach and outcomes articulated. Over 18 months, I worked with teams at each university to support case development and prepare each case for dissemination via the website. Phase 4 involved showcasing achievement, launching the authentic cases and ongoing dissemination. In July 2017, a forum was held in Perth with participants from representative interstate universities, the five universities in Western Australia, interdisciplinary colleagues, representatives from the teaching profession and international expert Professor Qing Gu (University of Nottingham). The forum provided opportunity for presentations and roundtable discussions, which informed our subsequent thinking. In 2017–2018, five of the online authentic cases were launched, and national and international networks were developed. Our work is ongoing and publications, along with further activities, are planned. [Publisher summary, ed] |
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| ISBN: | 9781761141041 (PDF) 9781761141065 (DOCX) 9781761141003 (print ed) 9781761141041 (PDF) 9781761141065 (DOCX) 9781761141003 (print ed) |
