Dimensiones individuales, relacionales e institucionales en la resiliencia de profesores principiantes egresados de una universidad pública

• Published in: Psicoperspectivas (Valparaiso) 2018-03, Vol.17 (1), p.1-11
• Main Authors: Villalobos Vergara, Paula Verónica, Assael Budnik, Jenny
• Format: Article
• Language: eng ; spa
• Subjects: Beginning teachers; Careers; PSYCHOLOGY; PSYCHOLOGY, MULTIDISCIPLINARY; Teacher education; Teaching
• ISSN: 0717-7798; 0718-6924; 0718-6924
• DOI: 10.5027/psicoperspectivas-Vol17-Issue1-fulltext-1145

Palabras claves: dimensiones de la resiliencia docente, profesores principiantes, resiliencia docente ABSTRACT Starting from the need to understand the conditions that allow teachers to overcome the daily challenges related to their own job and remain committed to teaching, we resort to the concept of teacher resilience, in a research with beginning teachers, which purpose is to understand the individual, relational and institutional dimensions that nurture teacher resilience on novice teachers graduated from a Chilean public university. At an individual level, the results denote the importance related to the willingness to learn and also to the development of teaching skills; at a relational level is evident the importance of positive relationships with the leadership, peers, students and family; at an institutional level, it is evident the importance of providing professional autonomy and support from a multidisciplinary team that would help to lead the teachers' daily work with the students. Why do some beginning teachers leave the school, and others stay? Testing an assets-based model of beginning teachers' experiences.