Caroline F. Mansfield

TL;DR: This paper reviewed recent empirical studies related to the resilience of early career teachers and found that teacher resilience is the outcome of a dynamic relationship between individual risk and protective factors, such as altruistic motives and high self-efficacy.

TL;DR: In this article, a framework for building resilience in teacher education is proposed, which is informed by a focused review of relevant literature to determine factors that may be addressed to support teacher resilience and ways in which this may occur.

TL;DR: The authors investigated how graduating and early career teachers perceive resilient teachers and found that resilience for teachers comprises characteristics that are multi-dimensional and overlapping, and that views of resilience may develop according to teachers' career stage.

TL;DR: In this paper, the mediating role of students' goals in group work at university has been examined, and the authors found that students' personal goals and perceptions of context combined with a sociocultural perspective on co-regulation of individuals and contexts can help understand why and how some groups resolve their social challenges while others are less successful.

TL;DR: The authors presented a model of early career teacher resilience where resilience is seen as a process located at the interface of personal and contextual challenges and resources and discussed the critical roles played by family and friends and the importance of relationships in the resilience process.