The complexity thinking approach: beginning teacher resilience and perceived self-efficacy as determining variables in the induction phase
Date
2023Citation
Gloria Gratacós, Juanjo Mena & Monika Ciesielkiewicz (2023) The complexity thinking approach: beginning teacher resilience and perceived self-efficacy as determining variables in the induction phase, European Journal of Teacher Education, 46:2, 331-348, DOI: 10.1080/02619768.2021.1900113
Abstract
Schools are learning spaces determined by the singularities of their students, their teachers and particular contexts. The ‘complexity thinking’ approach implies understanding that schools are complex systems determined by multiple factors and unpredictable circumstances. Teacher Resilience (TR) has been often linked to self-efficacy in dealing with such challenging scenarios, as it intercedes between the complexities of the contexts of practice and the individuals’ actions. The aim of this stud ...
Materias
Departamentos
Document type
journal article