Using online modules to build capacity for teacher resilience

Susan Beltman, Caroline F. Mansfield, Marold Wosnitza, Noelene Weatherby-Fell, Tania Broadley

Research output: A Conference proceeding or a Chapter in BookChapterpeer-review

19 Citations (Scopus)


Teacher resilience is regarded as a complex, multidimensional, dynamic construct. Enhancing teacher resilience can potentially increase teacher commitment, yet interventions to build resilience in pre-service programmes are scarce. This chapter examines the effectiveness of the BRiTE (Building Resilience in Teacher Education) online modules to develop pre-service teachers' capacity for resilience in Australia. The modules are briefly described. Perceptions of 146 final year pre-service teachers were gathered regarding resilience, self-efficacy, commitment and coping before completing the BRiTE modules and their final professional experience school placement. Both pre- and post-school placement measures were completed by 49 participants. To determine the impact of using the modules, matched data sets were divided with "users" (n = 32) scoring significantly higher scores than "non-users" (n = 17) on five post-placement survey scales. Despite some limitations, there was an indication that using the online modules assisted pre-service teachers develop their capacity for resilience. Adapting the modules for use with in-service teachers and other professionals is an avenue for future research. This study has significance, given the importance of teacher professional resilience, and suggests that interventions developed for pre-service contexts can make a difference.

Original languageEnglish
Title of host publicationResilience in Education
Subtitle of host publicationConcepts, Contexts and Connections
EditorsMarold Wosnitza, Francisco Peixoto, Susan Beltman, Caroline F. Mansfield
Place of PublicationCham
Number of pages17
ISBN (Electronic)9783319766904
ISBN (Print)9783319766898
Publication statusPublished - 22 Jun 2018
Externally publishedYes


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