The study and development of resilience through the analysis of activities and strategic intervention projects in primary education
DOI:
https://doi.org/10.17561/ae.v26n2.9304Keywords:
Educational resilience, teacher training, strategic interventionAbstract
Based on information gathered from twenty-nine interviews conducted with eighty nine teachers within the project "Fostering Resilience in Primary Education:
Innovation and Continuous Teacher Training (ANDREIA)," this article analyses and explores the situational context as a dimension that influences and contributes to the development of resilience.
The instrument used was the initial screening interview with teachers to identify training needs in resilience (EDINRES+M), a semi-structured interview conducted
with teachers and tutors from the twenty-four schools participating in the study, both public and grant-aided, to diagnose the training needs of in-service teachers
regarding skills associated with resilience.
It is essential to analyse and specify the situations that foster the promotion of resilience in this context, as well as to reference and examine the actions needed
to achieve this goal since the main objective of this research project is “to "raise awareness of the importance of fostering resilience today, identifying good practices and challenges in the school environment”
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