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Titre
The complexity thinking approach: beginning teacher resilience and perceived self-efficacy as determining variables in the induction phase
Autor(es)
Sujet
Teacher resilience
Teacher self-efficacy
Induction programmes
Teacher education
Beginning teachers
Clasificación UNESCO
5802.04 Niveles y Temas de Educación
Fecha de publicación
2021-03-24
Éditeur
Taylor and Francis Online
Citación
Gratacós, G., Mena, J., & Ciesielkiewicz, M. (2023). The complexity thinking approach: beginning teacher resilience and perceived self-efficacy as determining variables in the induction phase. European Journal of Teacher Education, 46(2), 331-348. https://doi.org/10.1080/02619768.2021.1900113
Serie / N.º
European Journal of Teacher Education; Volume 46, 2023 - Issue 2
Resumen
[EN] Schools are learning spaces determined by the singularities of their students, their teachers and particular contexts. The ‘complexity thinking’ approach implies understanding that schools are complex systems determined by multiple factors and unpredictable circumstances. Teacher Resilience (TR) has been often linked to self-efficacy in dealing with such challenging scenarios, as it intercedes between the complexities of the contexts of practice and the individuals’ actions. The aim of this study is to understand to what extent TR might help to increase self-perceived efficacy for beginning teachers. A total of 180 Spanish beginning teachers participated in this study. Findings reported a strong positive correlation between the two variables and statistically significant regression scores between the motivational and social dimensions of TR and self-efficacy. Therefore, TR could be a determining factor to enhance their adaptative skills to face challenging situations, leading to self-efficacy. Consequently, TR should be reconsidered in beginning teacher induction programmes.
URI
ISSN
0261-9768
DOI
10.1080/02619768.2021.1900113
Versión del editor
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- INDIE. Artículos [8]
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Nombre:
Gratacós_Mena_Gratacós_2021_The complexity thinking approach.pdfEmbargado hasta: 2099-09-09
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