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Exploring the resilience development of secondary school English teacher-researchers: a Chinese case study

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Listed:
  • Haibo Gu

    (Soochow University)

  • Siyi Wang

    (Suzhou Industrial Park Xinghui School)

  • Xiaofeng Chen

    (Soochow University)

  • Qian Wang

    (Xi’an-Jiaotong Liverpool University)

Abstract

Teacher education research has recognised the importance of teacher resilience. However, the development of language teacher-researchers resilience remains in its early stages. To address this gap, this study adopted a qualitative approach to explore the resilience development of two Chinese secondary school English teacher-researchers and its contributing factors. Data from interviews and case documents indicated that teacher-researchers resilience was dynamic and developed over time. Two different patterns of resilience development were identified: low-to-high and W-shaped recovery. Furthermore, individual and environmental factors and their interactions jointly contributed to the resilience development of the two secondary school English teacher-researchers. Their participation in classroom research provided them with diverse ways to sustain their resilience. The implications for teacher development are offered to teachers in China and other similar contexts.

Suggested Citation

  • Haibo Gu & Siyi Wang & Xiaofeng Chen & Qian Wang, 2024. "Exploring the resilience development of secondary school English teacher-researchers: a Chinese case study," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-11, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-024-03346-1
    DOI: 10.1057/s41599-024-03346-1
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    References listed on IDEAS

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    1. Yue Liu & Li Zhao & Yu-Sheng Su, 2022. "The Impact of Teacher Competence in Online Teaching on Perceived Online Learning Outcomes during the COVID-19 Outbreak: A Moderated-Mediation Model of Teacher Resilience and Age," IJERPH, MDPI, vol. 19(10), pages 1-22, May.
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