000			05124nam a22004218i 4500
005			20250918233754.0
008			140401s2013 nyu 000 0 eng
020			_a9780415818933 (hardback) _cRM519.64
020			_a9780415818957 (paperback)
039		9	_a201501080814 _bhayat _c201409180944 _djamil _c201409180943 _djamil _c201409050928 _dbaiti _y04-01-2014 _zrahah
040			_aDLC _beng _erda _cDLC _dUKM
090			_aLB2840.D395
090			_aLB2840 _b.D395
100	1		_aDay, Christopher, _d1943-
245	1	0	_aResilient teachers, resilient schools : _bbuilding and sustaining quality in testing times / _cChristopher Day and Qing Gu.
263			_a1401.
264		1	_aNew York : _bRoutledge, _c2013.
300			_axviii,174 p. : _c24 cm.
336			_atext _2rdacontent
337			_aunmediated _2rdamedia
338			_avolume _2rdacarrier
490	1		_aTeacher quality and school development
520			_a'This book unpicks the complex, dynamic blend of individuals' psychological and professional assets, workplace conditions and leadership support which enable teachers who stay in teaching to continue to make a difference in their careers, regardless of shifts in policy, workplace, professional and personal circumstances. Whilst much has been written over the years about teacher stress and burnout, there is very little research which reports on the conditions which are essential for teachers to sustain their commitment and effectiveness over their professional lives, in contexts of challenge and change. Drawing upon a range of educational, psychological, socio-cultural and neuro-scientific research, together with vivid accounts from teachers in a variety of primary and secondary schools internationally, and from their own research on teachers' work and identities, the authors discuss the dynamic nature, forms and practices of teacher resilience. They argue that resilience in teachers is not only their ability to bounce back in extremely adverse circumstances but that it is the capacity of teachers for everyday resilience which enables them to sustain their commitment and effectiveness in responding positively to the unavoidable uncertainties inherent of their professional lives. The authors conclude that resilience in teachers can be nurtured by the intellectual, social and organisational environments in which teachers work and live, rather than being simply a personal attribute or trait, determined by nature. Resilient Teachers, Resilient Schools will be of key interest to policy makers, head teachers, teachers and training and development organisations who wish to improve quality and standards in schools'-- _cProvided by publisher.
520			_a'This book unpicks the complex, dynamic blend of individuals' psychological and professional assets, workplace conditions and leadership support which enable teachers who stay in teaching to continue to make a difference in their careers, regardless of shifts in policy, workplace, professional and personal circumstances. Whilst much has been written over the years about teacher stress and burnout, there is very little research which reports on the conditions which are essential for teachers to sustain their commitment and effectiveness over their professional lives, in contexts of challenge and change. Drawing upon a range of educational, psychological, socio-cultural and neuro-scientific research, together with vivid accounts from teachers in a variety of primary and secondary schools internationally, and from their own research on teachers' work and identities, the authors discuss the dynamic nature, forms and practices of teacher resilience. They argue that resilience in teachers is not only their ability to bounce back in extremely adverse circumstances but that it is the capacity of teachers for everyday resilience which enables them to sustain their commitment and effectiveness in responding positively to the unavoidable uncertainties inherent of their professional lives. The authors conclude that resilience in teachers can be nurtured by the intellectual, social and organisational environments in which teachers work and live, rather than being simply a personal attribute or trait, determined by nature. Resilient Teachers, Resilient Schools will be of key interest to policy makers, head teachers, teachers and training and development organisations who wish to improve quality and standards in schools'-- _cProvided by publisher.
526			_aBookline/Prof Dr Nor Aishah Buang/Fakulti Pendidikan/e-mal: noraishah1962@gmail.com/Timbalan Dekan/(H/P): 019-3345709/Pameran Fakulti Pendidikan/Tarikh Pemilihan : 25-26-27/2/2014.
650		0	_aTeachers _xPsychology.
650		0	_aResilience (Personality trait).
700	1		_aGu, Qing.
830			_aTeacher quality and school development
830		0	_aTeacher quality and school development
907			_a.b15862719 _b2019-11-12 _c2019-11-12
942			_c01 _n0 _kLB2840.D395
914			_avtls003555202
990			_abety
991			_aFakulti Pendidikan
998			_at _b2014-01-04 _cm _da _feng _gnyu _y0 _z.b15862719
999			_c566106 _d566106