Resilience as a Crucial Training Topic in Teacher Induction Plans: A Systematic Literature Review
-
-
[1] Universidad de Salamanca
Universidad de Salamanca
Salamanca, España
-
[2] Villanueva University
-
- Localización: Teacher Induction and Mentoring: Supporting Beginning Teachers / Juan José Mena Marcos (ed. lit.), Anthony Clarke (ed. lit.), 2021, ISBN 978-3-030-79833-8, págs. 67-95
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
-
Resumen
Induction programmes are designed to facilitate beginning teachers’ incorporation into schools during the first years of their careers in order to pave the way for their professional and personal development. The increasing complexity of this transition into employment makes resilience a key capability that all teachers need to develop, especially beginning ones. The research purpose is to conduct a systematic literature review of 34 studies on induction programmes with a view to understanding the types of assistance provided, which personal dimensions receive support, as well as the kinds of design that are most common in the research on induction programmes. The results show that resilience scarcely appears in the training syllabus, despite gaining in importance in these kinds of programmes. Qualitative studies prevail according to the methodology used. Our research suggests that resilience as content topic should be more intentionally included in induction plans syllabi.
