Promoting University Teacher Resilience through Teaching Philosophy Development
Teaching in today’s complex and competitive university environment has become increasingly demanding as teachers try to respond to the stress and burnout negatively impacting their work performance. In this environment, it is more important than ever that university teachers build resilience to ove...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Society for Teaching and Learning in Higher Education
2023-05-01
|
| Series: | Canadian Journal for the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/13781 |
| _version_ | 1797385555419332608 |
|---|---|
| author | Coralie McCormack Dieter J. Schönwetter Gesa Ruge Robert Kennelly |
| author_facet | Coralie McCormack Dieter J. Schönwetter Gesa Ruge Robert Kennelly |
| author_sort | Coralie McCormack |
| collection | DOAJ |
| description |
Teaching in today’s complex and competitive university environment has become increasingly demanding as teachers try to respond to the stress and burnout negatively impacting their work performance. In this environment, it is more important than ever that university teachers build resilience to overcome stress and burnout and continue a career-long commitment to teaching effectiveness. The initial phase of this research systematically identified 39 empirical studies of school teacher resilience, and seven studies of university teacher resilience, to identify key resilience-building factors. The second phase, in-depth interviews, probed nine Australian and seven Canadian university teaching Fellows about their writing of their teaching philosophy. A close review of the outcomes of each phase prompted recognition of the similarity of resilience-building factors reported in the resilience literature and the benefits of developing a teaching philosophy reported by the university teaching Fellows. The similarities suggest that the benefits of developing a teaching philosophy could contribute to building university teacher resilience.
|
| first_indexed | 2024-03-08T21:55:50Z |
| format | Article |
| id | doaj.art-36208c7a07b349139f0a59e1f31bd93e |
| institution | Directory Open Access Journal |
| issn | 1918-2902 |
| language | English |
| last_indexed | 2024-03-08T21:55:50Z |
| publishDate | 2023-05-01 |
| publisher | Society for Teaching and Learning in Higher Education |
| record_format | Article |
| series | Canadian Journal for the Scholarship of Teaching and Learning |
| spelling | doaj.art-36208c7a07b349139f0a59e1f31bd93e2023-12-19T19:15:50ZengSociety for Teaching and Learning in Higher EducationCanadian Journal for the Scholarship of Teaching and Learning1918-29022023-05-0114110.5206/cjsotlrcacea.2023.1.13781Promoting University Teacher Resilience through Teaching Philosophy DevelopmentCoralie McCormack0Dieter J. Schönwetter1Gesa Ruge2Robert Kennelly3Independent scholarUniversity of ManitobaCentral Queensland UniversityUniversity of Canberra Teaching in today’s complex and competitive university environment has become increasingly demanding as teachers try to respond to the stress and burnout negatively impacting their work performance. In this environment, it is more important than ever that university teachers build resilience to overcome stress and burnout and continue a career-long commitment to teaching effectiveness. The initial phase of this research systematically identified 39 empirical studies of school teacher resilience, and seven studies of university teacher resilience, to identify key resilience-building factors. The second phase, in-depth interviews, probed nine Australian and seven Canadian university teaching Fellows about their writing of their teaching philosophy. A close review of the outcomes of each phase prompted recognition of the similarity of resilience-building factors reported in the resilience literature and the benefits of developing a teaching philosophy reported by the university teaching Fellows. The similarities suggest that the benefits of developing a teaching philosophy could contribute to building university teacher resilience. https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/13781educational developmentteacher resilienceteaching philosophyuniversity teachers |
| spellingShingle | Coralie McCormack Dieter J. Schönwetter Gesa Ruge Robert Kennelly Promoting University Teacher Resilience through Teaching Philosophy Development Canadian Journal for the Scholarship of Teaching and Learning educational development teacher resilience teaching philosophy university teachers |
| title | Promoting University Teacher Resilience through Teaching Philosophy Development |
| title_full | Promoting University Teacher Resilience through Teaching Philosophy Development |
| title_fullStr | Promoting University Teacher Resilience through Teaching Philosophy Development |
| title_full_unstemmed | Promoting University Teacher Resilience through Teaching Philosophy Development |
| title_short | Promoting University Teacher Resilience through Teaching Philosophy Development |
| title_sort | promoting university teacher resilience through teaching philosophy development |
| topic | educational development teacher resilience teaching philosophy university teachers |
| url | https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/13781 |
| work_keys_str_mv | AT coraliemccormack promotinguniversityteacherresiliencethroughteachingphilosophydevelopment AT dieterjschonwetter promotinguniversityteacherresiliencethroughteachingphilosophydevelopment AT gesaruge promotinguniversityteacherresiliencethroughteachingphilosophydevelopment AT robertkennelly promotinguniversityteacherresiliencethroughteachingphilosophydevelopment |