Teacher resilience
DOI:
https://doi.org/10.21680/1981-1802.2024v62n74ID38256Keywords:
Teacher resilience, Professional development, Challenges, Sources of support, Teaching workAbstract
Teacher resilience has received growing attention due to the increasing challenges faced by teachers, yet it remains an underexplored topic in Brazil. This article presents a narrative literature review on teacher resilience, drawing from relevant theoretical and empirical studies. The review identified and discussed key categories: characteristics of teacher resilience, work-related challenges, sources of support, teacher resilience models, implications for professional development, and relationships with constructs such as well-being and purpose. The findings suggest that teacher resilience is a complex and multidimensional phenomenon, shaped by personal and contextual challenges, and describes how teachers sustain their capacity for positive adaptation in the face of adversity. The studies underscore that resilience is not innate but can be developed and strengthened through adequate support, such as collaborative environments and public policies. Additional findings and implications are discussed.
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