implementation and applications of building teacher resiliencein efl classrooms

Resilience, a multifaceted, idiosyncratic, and dynamic construct, is conceptualized as a set of behaviors that manifest the interactions between individuals and their environments to foster a positive engagement with the profession and a sense of perceived effectiveness. it is postulated that english language teachers need continuing professional development opportunities, caring collegial relationships, and opportunities for shared decision-making and planning to nurture and sustain resilience. in spite of the indispensable role of resilience in teacher education, there is a dearth of research on english language teachers in efl/esl contexts, particularly in the iranian context. therefore, being informed by mansfield et al.’s (2012) four-dimensional framework of teacher resilience which consists of emotional, motivational, social, and profession-related dimensions, the present paper fleshed out how both individual factors, including self-efficacy, well-being, coping skills, emotion management, professional reflection, and self-reflection, and contextual factors such as administrative support, mentor support, support of peers and colleagues, strong interpersonal and communication skills, and working with the students, can facilitate teacher resilience. endorsing the socio-ecological approaches to understanding resilience, this paper also suggested different ways that resilience can be embedded in pre-service and in-service teacher education programs. finally, the paper concluded with some avenues for future implementation of resilience in teacher education.

Implementation and Applications of Building Teacher Resiliencein EFL Classrooms

Resilience, a multifaceted, idiosyncratic, and dynamic construct, is conceptualized as a set of behaviors that manifest the interactions between individuals and their environments to foster a positive engagement with the profession and a sense of perceived effectiveness. It is postulated that English language teachers need continuing professional development opportunities, caring collegial relationships, and opportunities for shared decision-making and planning to nurture and sustain resilience. In spite of the indispensable role of resilience in teacher education, there is a dearth of research on English language teachers in EFL/ESL contexts, particularly in the Iranian context. Therefore, being informed by Mansfield et al.’s (2012) four-dimensional framework of teacher resilience which consists of emotional, motivational, social, and profession-related dimensions, the present paper fleshed out how both individual factors, including self-efficacy, well-being, coping skills, emotion management, professional reflection, and self-reflection, and contextual factors such as administrative support, mentor support, support of peers and colleagues, strong interpersonal and communication skills, and working with the students, can facilitate teacher resilience. Endorsing the socio-ecological approaches to understanding resilience, this paper also suggested different ways that resilience can be embedded in pre-service and in-service teacher education programs. Finally, the paper concluded with some avenues for future implementation of resilience in teacher education.