Utilize este identificador para referenciar este registo:
https://hdl.handle.net/1822/68352
Título: | Surviving, being resilient and resisting: teachers' experiences in adverse times |
Autor(es): | Flores, Maria Assunção |
Palavras-chave: | Teachers' lives teaching working conditions professionalism resilience |
Data: | 2020 |
Editora: | Taylor & Francis Ltd |
Revista: | Cambridge Journal of Education |
Citação: | Maria Assunção Flores (2020) Surviving, being resilient and resisting: teachers’ experiences in adverse times, Cambridge Journal of Education, 50:2, 219-240, DOI: 10.1080/0305764X.2019.1664399 |
Resumo(s): | This paper reports on a three-year research project aimed at examining experiences of being a teacher in a context of school reform and adverse times. A mixed-method research design was devised, including a national survey, semi-structured interviews, focus groups and a professional development programme. Findings suggest that teachers face old and new demands in a context of school reform and adverse times along with the worsening of their working conditions, the deterioration of their socio-economic status and the lack of career prospects. Some of them try to survive; others resist feelings of giving up by becoming more resilient and resisting. Professional values, a sense of professionalism and identity, along with the relational and emotional dimensions of teaching, and, in some cases, school culture and leadership, explain the ways in which some teachers became more resilient and resistant than others. |
Tipo: | Artigo |
URI: | https://hdl.handle.net/1822/68352 |
DOI: | 10.1080/0305764X.2019.1664399 |
ISSN: | 0305-764X |
e-ISSN: | 1469-3577 |
Versão da editora: | https://www.tandfonline.com/doi/abs/10.1080/0305764X.2019.1664399 |
Arbitragem científica: | yes |
Acesso: | Acesso aberto |
Aparece nas coleções: | CIEC - Artigos (Papers) |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
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Surviving being resilient and resisting teachers experiences in adverse times.pdf | 1,49 MB | Adobe PDF | Ver/Abrir |
Este trabalho está licenciado sob uma Licença Creative Commons