{"title":"茁壮成长还是苟延残喘?从社会生态学视角看中国农村初任教师的情绪恢复力发展","authors":"Xiaohong Sun , Jiali Huang","doi":"10.1016/j.ijer.2024.102359","DOIUrl":null,"url":null,"abstract":"<div><p>Teacher emotional resilience is regarded as a professional capacity and process in which teachers utilise resources to cope with emotion-related tensions in their work to achieve better development. This study aims to investigate the development of beginning teachers’ emotional resilience and its factors in a Chinese rural school. Using a social-ecological perspective, this research adopted an ethnographic case study to explore ten beginning teachers’ experiences and feelings by conducting interviews, artefacts, and field notes. The findings showed that beginning teachers usually encounter relation-related, teaching-related, and role-related emotional tensions. To address these tensions, general personal resources, professional support from others, and supportive policies jointly shape the development paths of emotional resilience amongst beginning teachers. Accordingly, emotional resilience development follows three discernible paths: Enthusiast, Doubter, and Survivor. The interactions amongst various emotional dilemmas and social-ecological factors yield a cumulative impact on teacher emotional resilience development.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":null,"pages":null},"PeriodicalIF":2.6000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Thriving or surviving? Emotional resilience development among Chinese rural beginning teachers from a social-ecological perspective\",\"authors\":\"Xiaohong Sun , Jiali Huang\",\"doi\":\"10.1016/j.ijer.2024.102359\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Teacher emotional resilience is regarded as a professional capacity and process in which teachers utilise resources to cope with emotion-related tensions in their work to achieve better development. This study aims to investigate the development of beginning teachers’ emotional resilience and its factors in a Chinese rural school. Using a social-ecological perspective, this research adopted an ethnographic case study to explore ten beginning teachers’ experiences and feelings by conducting interviews, artefacts, and field notes. The findings showed that beginning teachers usually encounter relation-related, teaching-related, and role-related emotional tensions. To address these tensions, general personal resources, professional support from others, and supportive policies jointly shape the development paths of emotional resilience amongst beginning teachers. Accordingly, emotional resilience development follows three discernible paths: Enthusiast, Doubter, and Survivor. The interactions amongst various emotional dilemmas and social-ecological factors yield a cumulative impact on teacher emotional resilience development.</p></div>\",\"PeriodicalId\":48076,\"journal\":{\"name\":\"International Journal of Educational Research\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2024-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Educational Research\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0883035524000466\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Research","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0883035524000466","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Thriving or surviving? Emotional resilience development among Chinese rural beginning teachers from a social-ecological perspective
Teacher emotional resilience is regarded as a professional capacity and process in which teachers utilise resources to cope with emotion-related tensions in their work to achieve better development. This study aims to investigate the development of beginning teachers’ emotional resilience and its factors in a Chinese rural school. Using a social-ecological perspective, this research adopted an ethnographic case study to explore ten beginning teachers’ experiences and feelings by conducting interviews, artefacts, and field notes. The findings showed that beginning teachers usually encounter relation-related, teaching-related, and role-related emotional tensions. To address these tensions, general personal resources, professional support from others, and supportive policies jointly shape the development paths of emotional resilience amongst beginning teachers. Accordingly, emotional resilience development follows three discernible paths: Enthusiast, Doubter, and Survivor. The interactions amongst various emotional dilemmas and social-ecological factors yield a cumulative impact on teacher emotional resilience development.
期刊介绍:
The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.