An Australian Case for Relational Resilience. Building Academic Pathways in First Year, Preservice Teacher Education

Autor/inn/en	Gilmore, Gwen; Welsh, Scott; Loton, Dan
Titel	An Australian Case for Relational Resilience. Building Academic Pathways in First Year, Preservice Teacher Education
Quelle	In: Pedagogy, Culture and Society, 27 (2019) 3, S.441-461 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gilmore, Gwen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2018.1522365
Schlagwörter	Resilience (Psychology); Preservice Teachers; Empathy; Correlation; Self Concept; Foreign Countries; Nontraditional Students; Socioeconomic Background; First Generation College Students; Context Effect; Academic Achievement; Scores; Admission Criteria; Institutional Role; Interpersonal Relationship; Teacher Education Programs; Australia + Suchen Sie Ihr Suchwort? Empathie; Korrelation; Selbstkonzept; Ausland; Sozioökonomische Lage; Schulleistung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Australien
Abstract	This research explores the potential of pedagogies embedded within an Australian example to allow pre-graduate diploma of education (PSDE) students to persist and succeed in their ambitions. This paper examines how the twin concepts of resilience, the capacity of an individual to withstand difficulties, and relational resilience, a capacity to develop empathy with others, are activated in this PSDE program. Methods include a survey (n = 43), documents from the course, and focus group interviews (n = 9) of PSDE students between 2014 and 2016. Results support our thesis that relational resilience in teacher education contexts can usefully be viewed as a dynamic and socially constructed phenomenon emerging from the intersection between individual and institutional factors. This research supports the importance of identifying capacities for interpersonal and collaborative work, for entry into preservice teacher education. We suggest that focusing on relational dynamics, as well as accounting for context and institutional culture, are critical in designing effective pre-service education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01