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

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,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

洞察力

Phonophobia

,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

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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

CHASM

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

Painstaking

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

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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

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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