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dc.contributor.authorVance, Angela
dc.contributor.authorPendergast, Donna
dc.contributor.authorGarvis, Susanne
dc.date.accessioned2019-03-15T05:05:49Z
dc.date.available2019-03-15T05:05:49Z
dc.date.issued2015
dc.identifier.issn0264-3944
dc.identifier.doi10.1080/02643944.2015.1074265
dc.identifier.urihttp://hdl.handle.net/10072/101370
dc.description.abstractThis study set out to explore how high school teachers perceive their resilience as they teach a scripted social and emotional learning program to students with the goal of promoting the resilience skills of the students in their pastoral care classes. In this emerging field of research on teacher resilience, there is a paucity of research regarding the resilience of high school teachers in regard to the roles they must fulfill outside of their main function as a subject specialist teacher. In particular, a key role of pastoral care teacher is often layered on to teacher work and there is little professional support provided. This qualitative study took place over eighteen months in an independent faith-based Preparatory to Year 12 School in Queensland, Australia. It employed a narrative inquiry case study that engaged with teachers, managers, and parents. The data collection consisted of a series of three in-depth interviews for each of the seven participant teachers, field notes, and a researcher journal. The data are analyzed by reflecting the themes that occur in the teachers’ stories. The findings reveal that these high school teachers had some tacit knowledge of their resilience, that is, they identified common factors from the literature that constitute resilience in their personal life; however, they did not explicitly apply this knowledge to their professional practices.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherRoutledge
dc.relation.ispartofpagefrom195
dc.relation.ispartofpageto204
dc.relation.ispartofissue4
dc.relation.ispartofjournalPastoral Care in Education: An International Journal of Personal, Social and Emotional Development
dc.relation.ispartofvolume33
dc.subject.fieldofresearchCurriculum and Pedagogy not elsewhere classified
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130299
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.titleTeaching resilience: a narrative inquiry into the importance of teacher resilience
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionPost-print
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2015 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Pastoral Care in Education: An International Journal of Personal, Social and Emotional development on 18 Aug 2015, available online: https://doi.org/10.1080/02643944.2015.1074265
gro.hasfulltextFull Text
gro.griffith.authorPendergast, Donna L.
gro.griffith.authorVance, Angela
gro.griffith.authorGarvis, Susie M.


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