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Keeping Cool

Project Leaders: Dr Caroline Mansfield and Dr Anne Price (Murdoch University, Australia)

Project team: Dr Andrew McConney (Murdoch University, Australia), Dr Susan Beltman  and Dr Lina Pellicone (Curtin University, Australia), Professor Marold Wosnitza (RWTH Aachen University, Germany)

Keeping Cool

The project titled “Keeping Cool: Embedding Resiliency in the Initial Teacher Education Curriculum” (2009-2012) developed enhanced, evidence based understandings about the characteristics of resilient pre-service and early-career teachers in Australia. The key deliverables include an annotated bibliography of empirical studies on teacher resilience, a survey designed to measure constructs associated with teacher resilience, development of the Keeping Cool website (http://www.keepingcool.edu.au), and a Resilience Framework to inform teacher education curriculum. Based on the understandings gained through this project, teacher resilience is viewed as the capacity to do more than ‘bounce back’; rather as the ongoing development of skills and knowledge that will enable teachers to sustain their commitment, motivation and engagement with the profession, ‘thriving’ not just ‘surviving’. Teacher education programs should provide opportunities for pre-service teachers to build resilience through the development of specific skills and encouraging collegial support and networks for the future. Opportunities should be provided for students to experience and critically reflect on the wide range of teaching contexts and the diverse nature of teachers’ work.

Brite

Project Leader: Dr Caroline Mansfield (Murdoch University, Australia)

Project team: Dr Susan Beltman and Associate Professor Tania Broadley (Curtin University, Australia), Dr Noelene Weatherby-Fell (University of Wollongong, Australia)

Brite

The BRiTE (Building Resilience in Teacher Education) project aims to create a series of online modules designed to develop pre-service teachers’ capacity for professional resilience in Australia. Building on our previous project, ‘Keeping Cool’ (2009- 2012), BRiTE has been inspired by the demonstrated desire for resilience resources on that project website, along with recent changes in Australia, such as teacher accreditation requirements and an increased national focus on teacher quality. The BRiTE modules therefore, will contribute to curriculum design in higher education by providing teacher educators with a curriculum resource that can be used in teacher education programs and is aligned with the new teacher education accreditation requirements. Each module will be interactive, containing a self-reflection quiz, information about skills and strategies, tips, videos, scenarios where skills can be applied, reference to latest research and the opportunity for users to build their own toolkit and record their learning. BRiTE (2013-2015) is funded by the Office of Learning and Teaching, Australia.

Rescur

RESCUR is a three year LLP Comenius project (2012-2015) coordinated by the University of Malta and including the University of Pavia (Italy), the University of Zagreb (Croatia), Orebro University (Sweden), the University of Crete (Greece), and the University of Lisbon (Portugal).

Rescur

It is aimed at developing a resilience curriculum for early and primary education in Europe through the intercultural and transnational collaboration among the partner institutions at an EU level, tapping into the resources and expertise of the various partners involved. The consortium will develop a universal resilience curriculum for the early years and primary school education. The curriculum will take a developmental and spiral approach, building from one year to the next while accommodating the needs of individual students within those years. It will be also integrated within the mainstream curriculum and taught by the classroom teachers, who will be trained, mentored and provided with the necessary resources. The curriculum will be developed on the basis of the current social, economic and technological needs and challenges of the partners involved, and seek to develop in learners the requisite knowledge and skills needed to overcome such challenges in their lives to achieve academic success and social and emotional wellbeing as young citizens in the EU. It will seek to address the needs of vulnerable children such as Roma children, children with disability, gifted children, and children of refugees, immigrants and ethnic minorities. The curriculum will also include a manual of resilience activities for parents to reinforce the skills being learnt at school. The curriculum will be piloted in a number of schools in each partner country.