Resilience, Reflection and Reflexivity

Book chapter


Codina, Geraldene and Fordham, Jon 2021. Resilience, Reflection and Reflexivity. in: Bloomsbury.
AuthorsCodina, Geraldene and Fordham, Jon
Abstract

Historically the teacher resilience literature has tended to focus on the individual (Day, 2017), their ability to manage stressors and risk factors and to draw on protective factors (Howard and Johnson, 2004). More recently the emphasis has shifted from analysis of the individual, towards understandings which emphasise the interaction between individuals and their environments (Ungar, 2012). Focussed more on the latter rather than the former, this chapter moves away from the potentially damaging effects of a ‘pull yourself together’ mentality, in favour of analysis which contextualises teacher resilience. Teacher resilience is viewed more in terms of the space where an individual’s capacity to navigate challenges interacts over time with their personal and professional contexts (Beltman, 2015). The desired outcome of this meeting between individual and context is a teacher who experiences professional engagement and growth, commitment, enthusiasm, satisfaction, and wellbeing (Beltman, 2015) and thus is able to act in a personally, socially and emotionally responsible way. The nexus between professional challenge and teacher satisfaction is explored through two case studies presented in this chapter and the subsequent discussion which addresses the inclusion of children with additional needs (both special educational needs and/or disability (SEND) and able and talented).

KeywordsResilience; Reflection and Reflexivity; Teachers; Inclusion; Special Educational Needs; Gifted and Talented
Year2021
PublisherBloomsbury
ISBN9781350083189
Web address (URL)http://hdl.handle.net/10545/625808
http://creativecommons.org/publicdomain/zero/1.0/
hdl:10545/625808
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Publication dates25 Feb 2021
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Deposited04 Jun 2021, 15:33
Accepted16 Apr 2020
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ContributorsUniversity of Derby and Urban Primary School, UK
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