Loading...
Crisis and adaptability : A model of early childhood teacher resilience across five countries
Kaveri, G. Hu, Aihua Almeida, Sylvia Christine Gomes, Judith
Kaveri, G.
Hu, Aihua
Almeida, Sylvia Christine
Gomes, Judith
Abstract
The unprecedented challenges posed by the pandemic have required the global world to adapt swiftly and cope with the demands. The pandemic, in particular, has caused severe disruptions to young children’s learning experiences, requiring a closer examination of teacher resilience. This complex, individual and context-driven quality requires educators to adapt, negotiate existing challenges and endure in adverse stress-inducing environments. Drawing on two models of teacher resilience, with a specific emphasis on protective factors, we present the empirical findings of a study that involved 284 early childhood educators from Australia, Bangladesh, India, Norway and Singapore. Participant experiences in their professional contexts indicate the role of protective factors, which include both individual and contextual factors, that facilitated quality teacher-child interactions during the pandemic. The data highlight personal strength and learning situated in their heritage cultures as crucial components of developing a strong sense of professionalism. In addition, the findings reveal the importance of professional development opportunities as an enabler of teacher resilience.
Keywords
Early childhood education, teacher resilience, individual and contextual factors
Date
2022
Type
Journal article
Journal
Early Years
Book
Volume
Issue
Page Range
1-14
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled