Titlebook: Cultivating Teacher Resilience; International Approa Caroline F. Mansfield Book‘‘‘‘‘‘‘‘ 2020 The Editor(s) (if applicable) and The Author(s

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书目名称Cultivating Teacher Resilience影响因子(影响力)




书目名称Cultivating Teacher Resilience影响因子(影响力)学科排名




书目名称Cultivating Teacher Resilience网络公开度




书目名称Cultivating Teacher Resilience网络公开度学科排名




书目名称Cultivating Teacher Resilience被引频次




书目名称Cultivating Teacher Resilience被引频次学科排名




书目名称Cultivating Teacher Resilience年度引用




书目名称Cultivating Teacher Resilience年度引用学科排名




书目名称Cultivating Teacher Resilience读者反馈




书目名称Cultivating Teacher Resilience读者反馈学科排名

朝圣者

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

Adjourn

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

ethnology

palliative-care

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

Gourmet

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

Gourmet

‘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

helper-T-cells

Diuretic

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

GRIPE

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