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Classroom ready? Building resilience in teacher education

Chapter


Abstract


  • This chapter discusses how an innovative online learning resource designed to support pre-service teachers in building capacity for professional resilience can also support the development of "classroom ready" teachers. The process of developing the Building Resilience in Teacher Education (BRiTE) resource is explained and results from an evaluation with key stakeholders presented. Findings regarding the content and online design of the resource were positive and confirmed the usefulness and relevance of the resource for pre-service teachers and in teacher education programs. It is argued that a resilience-focused approach to developing non-academic key capabilities is efficacious. Through the development of a resource that is personalised, interactive, connected to the profession and grounded in the literature, the BRiTE resource may complement teacher education experiences and have the potential to support not only pre-service teachers and teacher educators, but also practising teachers.

UOW Authors


  •   Mansfield, Caroline (external author)
  •   Beltman, Susan (external author)
  •   Weatherby-Fell, Noelene
  •   Broadley, Tania (external author)

Publication Date


  • 2016

Citation


  • Mansfield, C., Beltman, S., Weatherby-Fell, N. & Broadley, T. (2016). Classroom ready? Building resilience in teacher education. In R. Brandenburg, S. McDonough, J. Burke & S. White (Eds.), Teacher Education: Innovation, Intervention and Impact (pp. 211-229). Singapore: Springer.

International Standard Book Number (isbn) 13


  • 9789811007859

Scopus Eid


  • 2-s2.0-85008889323

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2894

Book Title


  • Teacher Education: Innovation, Intervention and Impact

Has Global Citation Frequency


Start Page


  • 211

End Page


  • 229

Place Of Publication


  • Singapore

Abstract


  • This chapter discusses how an innovative online learning resource designed to support pre-service teachers in building capacity for professional resilience can also support the development of "classroom ready" teachers. The process of developing the Building Resilience in Teacher Education (BRiTE) resource is explained and results from an evaluation with key stakeholders presented. Findings regarding the content and online design of the resource were positive and confirmed the usefulness and relevance of the resource for pre-service teachers and in teacher education programs. It is argued that a resilience-focused approach to developing non-academic key capabilities is efficacious. Through the development of a resource that is personalised, interactive, connected to the profession and grounded in the literature, the BRiTE resource may complement teacher education experiences and have the potential to support not only pre-service teachers and teacher educators, but also practising teachers.

UOW Authors


  •   Mansfield, Caroline (external author)
  •   Beltman, Susan (external author)
  •   Weatherby-Fell, Noelene
  •   Broadley, Tania (external author)

Publication Date


  • 2016

Citation


  • Mansfield, C., Beltman, S., Weatherby-Fell, N. & Broadley, T. (2016). Classroom ready? Building resilience in teacher education. In R. Brandenburg, S. McDonough, J. Burke & S. White (Eds.), Teacher Education: Innovation, Intervention and Impact (pp. 211-229). Singapore: Springer.

International Standard Book Number (isbn) 13


  • 9789811007859

Scopus Eid


  • 2-s2.0-85008889323

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2894

Book Title


  • Teacher Education: Innovation, Intervention and Impact

Has Global Citation Frequency


Start Page


  • 211

End Page


  • 229

Place Of Publication


  • Singapore