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Resilience is a multi dimensional construct that appears to have benefits for children and young people. Enhancing resilience presents a challenge for teachers as it is proposed that children and young people who are empowered to be resilient should better manage the complexities of life in a 21st century knowledge society. The research documented in this thesis concentrates on preservice teachers' knowledge of, and attitudes to resilience as they learn and implement strategies designed to enhance resilience for children in the regular classroom. This thesis advances the idea the construct of resilience can be understood as being 3-dimensional: firstly as a state; secondly as a condition and thirdly as a practice. The 3-dimensional framework focuses on the important role of the teacher in promoting resilience for children and young people and contributes an alternative way for teachers to think about and implement resilience enhancing strategies. It is argued that this is in fact a form of 'new learning' classroom teachers need if they are to transform education for relevance in a knowledge society. This study involves implementing a course of study (Building Learning Partnerships) and examining its implementation in relation to preservice teachers' knowledge of, and attitudes to, enhancing resilience for children over a 3-month period in 2004. The course was designed for study in the Bachelor of Learning Management program at Central Queensland University. Data was collected before, during and after the implementation of the course. A mixed methods approach was used involving qualitative and quantitative measures. By using Mode 2 knowledge as the theoretical framework, this study intends to contribute to research and practice around what constitutes appropriate knowledge production for teacher education. The delivery of the course includes a 3-week practicum in schools. Analysis of preservice teachers' experiences in schools is an important component of the study, as the development of Mode 2 knowledge is said to occur in the context of application. Findings of the research indicate that knowledge of resilience frameworks and programs that enhance resilience are relevant in schools today. However, resilience is not a construct readily accepted or understood in schools. Findings also highlight the need for closer collaboration between teacher educators, researchers, schools and a wider community of professionals in Mode 2 knowledge production. |
