Building resilience in teacher education: An evidenced informed framework

By Caroline F. Mansfield, S. Beltman, Tania Broadley, Noelene Weatherby-Fell. 2016

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Personal and contextual factors related to teachers’ experience with stress and burnout (2018, background): “, 2001; Schaufeli, Salanova, González-Romá, & Bakker, 2002), and reinforces the need to develop nurturing environments that promote resilience (Mansfield et al., 2016).”
Stress, coping strategies and academic achievement in teacher education students (2019, background): “Environments that provide support and help teachers derive a sense of personal accomplishment and satisfaction from their work are more likely to promote resilience (Blackmore, Howard, and Kington 2018; Mansfield et al. 2016).”
Quantifying teacher resilience: Context matters (2019, methodology): “One measure – self-esteem – was included despite the fact that it did not appear as a prominent feature within recent reviews of the teacher resilience literature (Beltman, et al., 2011; Mansfield et al., 2016).”