Leroux and Théorêt (2014) investigated intriguing empirical relations between teachers’ resilience and reflection on practice. They used Masten, Best, and Garmezy (1990, p. 425) definition of resilience as the conceptual framework of their study, “resilience refers to the process of, capacity for, or outcome of successful adaptation despite challenging or threatening circumstances” (P.291). This study was tried to discover and investigate the relationship between teachers’ resilience and reflection on practice. Twenty-three teachers from seven lower class schools were involved in this mixed method research. The sample of the study was 21 women and two men, teaching at the elementary level. They were asked to fill out a quality of work life
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The results of this study emphasized the importance of reflection and problem-solving skills for resilience, as emphasized by other researchers during the last years. Though, this study was non-longitudinal and utilized a small sample that included volunteer teachers, therefore restricting the generalization of results, it exposed routes to the progression of teachers’ resilience with reflection. Hypothetically, it presented some empirical proof that teacher resilience and reflection could be connected, and therefore encouraged more investigation of those integrated procedures. In fact, it could be fascinating to see whether teachers’ reflection is intervened by resilience or the other way nearby, whether resilience could be increased by educating teachers to express more profoundly on their practice. Functionally, it could improve better understanding of teacher reflection and gives some angles to improve it regarding problem-solving, professional development, and resilience (Leroux and Théorêt, 2014, …show more content…
This research intended to examine factors assignable to English teacher professional becoming and how the factors have formed their professionalism. Professionalism is a topic of discussion between teachers and teacher educators. Professional evolvement of a teacher is unique and complicated. It is unique as it includes human beings, with each individual having unique characteristics socially, economically, and also culturally and it is complicated because of the singularity of each individual as a person and several constituents of situations where he/she lives, a point of view which may involve not only where, when, and to whom a teacher practices his/her profession but also what he/she teaches. It can be said that during his/her job improvement a teacher is influenced by not only his/her professional lives but also by another factors
The results of this study emphasized the importance of reflection and problem-solving skills for resilience, as emphasized by other researchers during the last years. Though, this study was non-longitudinal and utilized a small sample that included volunteer teachers, therefore restricting the generalization of results, it exposed routes to the progression of teachers’ resilience with reflection. Hypothetically, it presented some empirical proof that teacher resilience and reflection could be connected, and therefore encouraged more investigation of those integrated procedures. In fact, it could be fascinating to see whether teachers’ reflection is intervened by resilience or the other way nearby, whether resilience could be increased by educating teachers to express more profoundly on their practice. Functionally, it could improve better understanding of teacher reflection and gives some angles to improve it regarding problem-solving, professional development, and resilience (Leroux and Théorêt, 2014, …show more content…
This research intended to examine factors assignable to English teacher professional becoming and how the factors have formed their professionalism. Professionalism is a topic of discussion between teachers and teacher educators. Professional evolvement of a teacher is unique and complicated. It is unique as it includes human beings, with each individual having unique characteristics socially, economically, and also culturally and it is complicated because of the singularity of each individual as a person and several constituents of situations where he/she lives, a point of view which may involve not only where, when, and to whom a teacher practices his/her profession but also what he/she teaches. It can be said that during his/her job improvement a teacher is influenced by not only his/her professional lives but also by another factors