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

Haibo Gu, Siyi Wang, Xiaofeng Chen and Qian Wang ()
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Haibo Gu: Soochow University
Siyi Wang: Suzhou Industrial Park Xinghui School
Xiaofeng Chen: Soochow University
Qian Wang: Xi’an-Jiaotong Liverpool University

Humanities and Social Sciences Communications, 2024, vol. 11, issue 1, 1-11

Abstract: 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.

Date: 2024
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DOI: 10.1057/s41599-024-03346-1

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