Using Arts-Based Reflection to Explore the Resilience and Well-Being of Mature-Age Women in the Initial Year of Preservice Teacher Education

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McKay, Loraine
Gibbs, Kathy
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McKay, Loraine
Barton, Georgina
Garvis, Susanne
Sappa, Viviana
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2020
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Abstract

Transition into university can be a challenging time for first year students. Balancing commitments, financial strain, and navigating university systems have been identified as challenges amongst first year cohorts. However, for mature-age women entering university, the challenges can be less predictable, more intense and emotional due to the nature of their family responsibilities. This chapter presents data from the first year of a three-year intervention at an Australian University where twelve participants engaged in a variety of arts-based reflection tasks to explore the experience at university. We focus on four mature-age preservice teachers. Data revealed the opportunities for guided reflection using collaging and sharing their narratives were helpful for them to recognise and balance the internal and external demands they were experiencing. These findings have important implications for teacher educators, and others who are interested in supporting the well-being and resilience of mature age students transitioning into higher education.

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Arts-Based Research, Resilience and Well-being Across the Lifespan
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Education
Education systems
Specialist studies in education
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McKay, L; Gibbs, K, Using Arts-Based Reflection to Explore the Resilience and Well-Being of Mature-Age Women in the Initial Year of Preservice Teacher Education, Arts-Based Research, Resilience and Well-being Across the Lifespan, 2020, pp. 105-126
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