Literaturnachweis - Detailanzeige
| Autor/in | Flores, Maria Assunção |
|---|---|
| Titel | Surviving, Being Resilient and Resisting: Teachers' Experiences in Adverse Times |
| Quelle | In: Cambridge Journal of Education, 50 (2020) 2, S.219-240 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-764X |
| DOI | 10.1080/0305764X.2019.1664399 |
| Schlagwörter | Resilience (Psychology); Resistance (Psychology); Teaching Conditions; Professionalism; Educational Change; School Culture; Foreign Countries; Economic Climate; Teacher Attitudes; Coping; Professional Development; Elementary Secondary Education; Faculty Workload; Administrative Organization; Principals; Administrator Attitudes; Job Security; Collegiality; Socioeconomic Status; Professional Identity; Portugal |
| Abstract | This paper reports on a three-year research project aimed at examining experiences of being a teacher in a context of school reform and adverse times. A mixed-method research design was devised, including a national survey, semi-structured interviews, focus groups and a professional development programme. Findings suggest that teachers face old and new demands in a context of school reform and adverse times along with the worsening of their working conditions, the deterioration of their socio-economic status and the lack of career prospects. Some of them try to survive; others resist feelings of giving up by becoming more resilient and resisting. Professional values, a sense of professionalism and identity, along with the relational and emotional dimensions of teaching, and, in some cases, school culture and leadership, explain the ways in which some teachers became more resilient and resistant than others. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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