Skip to main content
SpringerLink
Log in

Using Online Modules to Build Capacity for Teacher Resilience

  • Chapter
  • First Online:
Resilience in Education

Abstract

Teacher resilience is regarded as a complex, multidimensional, dynamic construct. Enhancing teacher resilience can potentially increase teacher commitment, yet interventions to build resilience in pre-service programmes are scarce. This chapter examines the effectiveness of the BRiTE (Building Resilience in Teacher Education) online modules to develop pre-service teachers’ capacity for resilience in Australia. The modules are briefly described. Perceptions of 146 final year pre-service teachers were gathered regarding resilience, self-efficacy, commitment and coping before completing the BRiTE modules and their final professional experience school placement. Both pre- and post-school placement measures were completed by 49 participants. To determine the impact of using the modules, matched data sets were divided with “users” (n = 32) scoring significantly higher scores than “non-users” (n = 17) on five post-placement survey scales. Despite some limitations, there was an indication that using the online modules assisted pre-service teachers develop their capacity for resilience. Adapting the modules for use with in-service teachers and other professionals is an avenue for future research. This study has significance, given the importance of teacher professional resilience, and suggests that interventions developed for pre-service contexts can make a difference.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 149.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 199.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 199.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • AITSL [Australian Institute for Teaching and School Leadership]. (2015). Action now: Selection of entrants into initial teacher education. Melbourne: AITSL. Retrieved from http://www.aitsl.edu.au/initial-teacher-education/ite-reform/selection.

    Google Scholar 

  • Anderson, T. (2008). The theory and practice of online learning (2nd ed.). Edmonton: Athabasca University Press (AU Press). Retrieved from http://www.ebrary.com.

    Google Scholar 

  • Beltman, S. (2015). Teacher professional resilience: Thriving not just surviving. In N. Weatherby-Fell (Ed.), Learning to teach in the secondary school (pp. 20–38). Melbourne: Cambridge University Press.

    Google Scholar 

  • Beltman, S., & Mansfield, C. F. (2018). Resilience in education: An introduction. In M. Wosnitza, F. Peixoto, S. Beltman, & C. F. Mansfield (Eds.), Resilience in education: Concepts, contexts and connections (pp. 3–9). New York: Springer.

    Google Scholar 

  • Beltman, S., Mansfield, C. F., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6, 185–207. https://doi.org/10.1016/j.edurev.2011.09.001.

    Article  Google Scholar 

  • Biggs, J., & Moore, P. J. (1993). The process of learning (3rd ed.). Sydney: Prentice Hall.

    Google Scholar 

  • Broadley, T., Ledger, S., & Sharplin, E. (2013). Portals and platforms: Does the technology matter when developing an online community? In J. Herrington et al. (Eds.), Proceedings of World Conference on Educational Media and Technology 2013 (pp. 1408–1413). Association for the Advancement of Computing in Education (AACE).

    Google Scholar 

  • Brunetti, G. J. (2006). Resilience under fire: Perspectives on the work of experienced, inner city high school teachers in the United States. Teaching and Teacher Education, 22(7), 812–825. https://doi.org/10.1016/j.tate.2006.04.027.

    Article  Google Scholar 

  • Buchanan, J., Prescott, A., Schuck, S., Aubusson, P., & Burke, P. (2013). Teacher retention and attrition: Views of early career teachers. Australian Journal of Teacher Education, 38(3), 112–129. https://doi.org/10.14221/ajte.2013v38n3.9.

    Article  Google Scholar 

  • Caires, S., Almeida, L. S., & Martins, C. (2009). The socioemotional experiences of student teachers during practicum: A case of reality shock? The Journal of Educational Research, 103(1), 17–27. https://doi.org/10.1080/00220670903228611.

    Article  Google Scholar 

  • Cameron, M., & Lovett, S. (2015). Sustaining the commitment and realising the potential of highly promising teachers. Teachers and Teaching: Theory and Practice, 21(2), 150–163. https://doi.org/10.1080/13540602.2014.928132.

    Article  Google Scholar 

  • CASEL. (2015). CASEL guide: Effective social and emotional learning programs. Chicago: Collaborative for Academic, Social, and Emotional Learning. Retrieved from www.casel.org/guide/

  • Castro, A. J., Kelly, J., & Shih, M. (2010). Resilience strategies for new teachers in high-needs areas. Teaching and Teacher Education, 26, 622–629. https://doi.org/10.1016/j.tate.2009.09.010.

    Article  Google Scholar 

  • Chan, D. W. (2008). Emotional intelligence, self-efficacy, and coping among Chinese prospective and in-service teachers in Hong Kong. Educational Psychology, 28(4), 397–408. https://doi.org/10.1080/01443410701668372.

    Article  Google Scholar 

  • Chan, D. W. (2011). Burnout and life satisfaction: Does gratitude intervention make a difference among Chinese school teachers in Hong Kong? Educational Psychology, 31(7), 809–823. https://doi.org/10.1080/01443410.2011.608525.

    Article  Google Scholar 

  • Chong, S., & Low, E.-L. (2009). Why I want to teach and how I feel about teaching – Formation of teacher identity from pre-service to the beginning teacher phase. Educational Research Policy and Practice, 8, 59–72. https://doi.org/10.1007/s10671-008-9056-z.

    Article  Google Scholar 

  • Curry, J. R., & O’Brien, E. R. (2012). Shifting to a wellness paradigm in teacher education: A promising practice for fostering teacher stress reduction, burnout resilience, and promoting retention. Ethical Human Psychology and Psychiatry, 14(3), 178–191. https://doi.org/10.1891/1559-4343.14.3.178.

    Article  Google Scholar 

  • Day, C. (2008). Committed for life? Variations in teachers’ work, lives and effectiveness. Journal of Educational Change, 9(3), 243–260. https://doi.org/10.1007/s10833-007-9054-6.

    Article  Google Scholar 

  • Day, C., & Gu, Q. (2010). The new lives of teachers. London: Routledge Taylor & Francis Group.

    Google Scholar 

  • Day, C., & Gu, Q. (2014). Resilient teachers, resilient schools: Building and sustaining quality in testing times. Oxon: Routledge.

    Google Scholar 

  • Dicke, T., Elling, J., Schmeck, A., & Leutner, D. (2015). Reducing reality shock: The effects of classroom management skills training on beginning teachers. Teaching and Teacher Education, 48(0), 1–12. https://doi.org/10.1016/j.tate.2015.01.013.

    Article  Google Scholar 

  • Ebersöhn, L. (2014). Teacher resilience: Theorizing resilience and poverty. Teachers and Teaching, 20(5), 568–594. https://doi.org/10.1080/13540602.2014.937960.

    Article  Google Scholar 

  • Ee, J., & Chang, A. (2010). How resilient are our graduate trainee teachers in Singapore? The Asia-Pacific Education Researcher, 19(2), 321–331. https://doi.org/10.3860/taper.v19i2.1600.

    Article  Google Scholar 

  • Gallant, A., & Riley, P. (2014). Early career teacher attrition: New thoughts on an intractable problem. Teacher Development, 18(4), 562–580. https://doi.org/10.1080/13664530.2014.945129.

    Article  Google Scholar 

  • Gardner, S. (2011). Stress among prospective teachers: A review of the literature. Australian Journal of Teacher Education, 36(1), 18–28.

    Google Scholar 

  • Garrison, D. R. (2011). E-Learning in the 21st century: A framework for research and practice (2nd ed.). London: Routledge/Falmer.

    Book  Google Scholar 

  • Goldstein, L. S. (2005). Becoming a teacher as a hero’s journey: Using metaphor in preservice teacher education. Teacher Education Quarterly, 32(1), 7–24.

    Google Scholar 

  • Gu, Q., & Day, C. (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22–44. https://doi.org/10.1080/01411926.2011.623152.

    Article  Google Scholar 

  • Gu, Q., & Li, Q. (2013). Sustaining resilience in times of change: Stories from Chinese teachers. Asia-Pacific Journal of Teacher Education, 41(3), 288–303. https://doi.org/10.1080/1359866X.2013.809056.

    Article  Google Scholar 

  • Huisman, S., Singer, N. R., & Catapano, S. (2010). Resiliency to success: Supporting novice urban teachers. Teacher Development: An International Journal of Teachers’ Professional Development, 14(4), 483–499. https://doi.org/10.1080/13664530.2010.533490.

    Article  Google Scholar 

  • Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28(4), 374–390. https://doi.org/10.1037/spq0000035.

    Article  Google Scholar 

  • Johnson, G., & Broadley, T. (2012). Web-based active learning and frequent feedback: Engaging first-year university students. In A. Herrington, J. Schrape, & K. Singh (Eds.), Engaging students with learning technologies (pp. 77–96). Perth: Curtin University.

    Google Scholar 

  • Kaspereen, D. (2012). Relaxation intervention for stress reduction among teachers and staff. International Journal of Stress Management, 19(3), 238–250. https://doi.org/10.1037/a0029195.

    Article  Google Scholar 

  • Le Cornu, R. (2009). Building resilience in pre-service teachers. Teaching and Teacher Education, 25(5), 717–723. https://doi.org/10.1016/j.tate.2008.11.016.

    Article  Google Scholar 

  • Mansfield, C. F., & Wosnitza, M. (2014). Teacher resilience scales. Perth/Aachen: Murdoch University, RWTH Aachen University.

    Google Scholar 

  • Mansfield, C. F., Beltman, S., Price, A., & McConney, A. (2012). “Don’t sweat the small stuff”: Understanding teacher resilience at the chalkface. Teaching and Teacher Education, 28, 357–367. https://doi.org/10.1016/j.tate.2011.11.001.

    Article  Google Scholar 

  • Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016a). Building resilience in teacher education: An evidenced informed framework. Teaching and Teacher Education, 54, 77–87. https://doi.org/10.1016/j.tate.2015.11.016.

    Article  Google Scholar 

  • Mansfield, C. F., Beltman, S., Weatherby-Fell, N., & Broadley, T. (2016b). Classroom ready?: Building resilience in teacher education. In R. Brandenberg, S. McDonough, J. Burke, & S. White (Eds.), Teacher education – innovation, interventions and impact (pp. 211–229). Singapore: Springer.

    Google Scholar 

  • Mayer, D. (2014). Forty years of teacher education in Australia: 1974–2014. Journal of Education for Teaching, 40(5), 461–473. https://doi.org/10.1080/02607476.2014.956536.

    Article  Google Scholar 

  • Meister, D. G., & Ahrens, P. (2011). Resisting plateauing: Four veteran teachers’ stories. Teaching and Teacher Education, 27, 770–778. https://doi.org/10.1016/j.tate.2011.01.002.

    Article  Google Scholar 

  • Moore, K. A. (2003). The Deakin coping scale: Strategies for the management of demands. Australian Journal of Advanced Nursing, 21(2), 13–19.

    Google Scholar 

  • Moore, J., Dickson-Deane, C., & Galyen, K. (2011). E-Learning, online learning, and distance learning environments: Are they the same? Internet and Higher Education, 14, 129–135. https://doi.org/10.1016/j.iheduc.2010.10.001.

    Article  Google Scholar 

  • Morgan, M. (2011). Resilience and recurring adverse events: Testing an assets-based model of beginning teachers’ experiences. The Irish Journal of Psychology, 32(3–4), 92–104. https://doi.org/10.1080/03033910.2011.613189.

    Article  Google Scholar 

  • Muller, S. M., Gorrow, T. R., & Fiala, K. A. (2011). Considering protective factors as a tool for teacher resiliency. Education, 131(3), 545–555.

    Google Scholar 

  • Naveh, G., Tubin, T., & Pliskin, N. (2010). Student LMS use and satisfaction in academic institutions: The organizational perspective. The Internet and Higher Education, 13, 127–133. https://doi.org/10.1016/j.iheduc.2010.02.004.

    Article  Google Scholar 

  • O’Donnell, E., Lawless, S., Sharp, M., & Wade, V. (2015). A review of personalised e-learning: Towards supporting learner diversity. International Journal of Distance Education Technologies, 13(1), 22–47. https://doi.org/10.4018/ijdet.2015010102.

    Article  Google Scholar 

  • Papatraianou, L. H., & Le Cornu, R. (2014). Problematising the role of personal and professional relationships in early career teacher resilience. Australian Journal of Teacher Education, 39(1), 100–116. 10.14221/ajte.2014v39n1.7.

    Article  Google Scholar 

  • Peters, J., & Pearce, J. (2012). Relationships and early career teacher resilience: A role for school principals. Teachers and Teaching: Theory and Practice, 18(2), 249–262. https://doi.org/10.1080/13540602.2012.632266.

    Article  Google Scholar 

  • Prosser, B. (2008). The role of the personal domain in middle years teachers’ work. Australian Journal of Middle Schooling, 8(2), 11–16.

    Google Scholar 

  • Reeves, T. C. (2006). Design research from the technology perspective. In J. V. Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational design research (pp. 86–109). London: Routledge.

    Google Scholar 

  • Ryan, M. L., Shochet, I. M., & Stallman, H. M. (2010). Universal online resilience interventions might engage psychologically distressed university students who are unlikely to seek formal help. Advances in Mental Health, 9(1), 73–83.

    Article  Google Scholar 

  • Sammons, P., Day, C., Kington, A., Gu, Q., Stobart, G., & Smees, R. (2007). Exploring variations in teachers’ work, lives and their effects on pupils: Key findings and implications from a longitudinal mixed-method study. British Educational Research Journal, 33(5), 681–701. https://doi.org/10.1080/01411920701582264.

    Article  Google Scholar 

  • Schlichte, J., Yssel, N., & Merbler, J. (2005). Pathways to burnout: Case studies in teacher isolation and alienation. Preventing School Failure, 50(1), 35–40.

    Article  Google Scholar 

  • Siu, O. L., Cooper, C. L., & Phillips, D. R. (2014). Intervention studies on enhancing work well-being, reducing burnout, and improving recovery experiences among Hong Kong health care workers and teachers. International Journal of Stress Management, 21(1), 69–84. https://doi.org/10.1037/a0033291.

    Article  Google Scholar 

  • Stallman, H. M. (2011). Embedding resilience within the tertiary curriculum: A feasibility study. Higher Education Research & Development, 30(2), 121–133. https://doi.org/10.1080/07294360.2010.509763.

    Article  Google Scholar 

  • Sullivan, A., & Johnson, B. (2012). Questionable practices? Relying on individual teacher resilience in remote schools. Australian and International Journal of Rural Education, 22(3), 101–116.

    Google Scholar 

  • Tait, M. (2008). Resilience as a contributor to novice teacher success, commitment, and retention. Teacher Education Quarterly, 35(4), 57–75.

    Google Scholar 

  • Wosnitza, M., Delzepich, R., Schwarze, O’Donnel, M., Faust, V., & Camilleri, V. (2018). Enhancing teacher resilience – From self-reflection to professional development. In M. Wosnitza, F. Peixoto, S. Beltman, & C. F. Mansfield (Eds.), Resilience in education: Concepts, contexts and connections (pp. 275–288). New York: Springer.

    Google Scholar 

  • Yonezawa, S., Jones, M., & Singer, N. R. (2011). Teacher resilience in urban schools: The importance of technical knowledge, professional community, and leadership opportunities. Urban Education, 46(5), 913–931. https://doi.org/10.1177/0042085911400341.

    Article  Google Scholar 

  • Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99. https://doi.org/10.1177/0022487109347671.

    Article  Google Scholar 

Download references

Acknowledgements

The Building Resilience in Teacher Education [BRiTE] project was funded by an Australian Government, Office for Learning and Teaching grant.

Author information

Authors and Affiliations

  1. School of Education, Curtin University, Perth, WA, Australia

    Susan Beltman

  2. School of Education, Murdoch University, Perth, WA, Australia

    Caroline F. Mansfield & Marold Wosnitza

  3. Institute of Education, RWTH Aachen University, Aachen, Germany

    Marold Wosnitza

  4. University of Wollongong, Wollongong, Australia

    Noelene Weatherby-Fell

  5. Queensland University of Technology, Brisbane, Australia

    Tania Broadley

Authors
  1. Susan Beltman
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Caroline F. Mansfield
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Marold Wosnitza
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Noelene Weatherby-Fell
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Tania Broadley
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Susan Beltman .

Editor information

Editors and Affiliations

  1. Institute of Education, RWTH Aachen University, Aachen, Germany

    Marold Wosnitza

  2. ISPA-Instituto Universitário/CIE – ISPA, Lisbon, Portugal

    Francisco Peixoto

  3. School of Education, Curtin University, Perth, WA, Australia

    Susan Beltman

  4. School of Education, Murdoch University, Perth, WA, Australia

    Caroline F. Mansfield

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG, part of Springer Nature

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Beltman, S., Mansfield, C.F., Wosnitza, M., Weatherby-Fell, N., Broadley, T. (2018). Using Online Modules to Build Capacity for Teacher Resilience. In: Wosnitza, M., Peixoto, F., Beltman, S., Mansfield, C.F. (eds) Resilience in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-76690-4_14

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-76690-4_14

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-76689-8

  • Online ISBN: 978-3-319-76690-4

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation