Towards a holistic understanding of student teachers becoming resilient on school placement

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dc.contributor.advisor Chambers, Fiona Catherine en
dc.contributor.advisor Kitching, Karl en
dc.contributor.author Nation, Una Evelyn
dc.date.accessioned 2019-11-13T11:36:52Z
dc.date.issued 2019
dc.date.submitted 2019
dc.identifier.citation Nation, U. E. 2019. Towards a holistic understanding of student teachers becoming resilient on school placement. PhD Thesis, University College Cork. en
dc.identifier.endpage 253 en
dc.identifier.uri http://hdl.handle.net/10468/8997
dc.description.abstract This research aims to contribute to our understanding of resilience and how it is negotiated and achieved by student teachers. The purpose of this research is to explore the lived experience of student teachers during their school placement. The fact that student teachers find teaching practice intense is well known. During the initial teacher education phase, the student teacher attempts to perform a coherent, unitary student teacher self that will be viewed favourably by pupils, colleagues, parents, and the tutor as a “good teacher” (MacDonald, 1996). This adds to the intensity of the teaching placement, which itself is underpinned by, constant surveillance. The multi-dimensional nature of resilience formed the basis of the conceptual framework, this was used to build on existing research, and in so doing, helped to clarify why and how resilience is formed, and how student teachers respond in the face of adversity. The conceptual framework goes beyond the basic interpretation of resilience which views resilience as the ability to bounce back in the face of adversity (Windle, 2010) and sees resilience as a complex and multi-dimensional, interrelated phenomenon. This framework offers a holistic view of resilience as involving (a) attachment and psychological strength (b) communities of practice and (c) negotiation of power relations. This interpretive research is located within the constructivist paradigm. This paradigm suited the study as it enabled the identification of factors that might not be exposed or described through the use of statistics, which offer generalisations of the student teacher population. Throughout one academic school year, qualitative data was collected using semi-structured interviews and reflections from six student teachers. The data was considered using an interpretivist framework that emerged from the voices of the participants. Arising from this research is the notion of the ongoing process of becoming resilient in student teaching as involving the development and negotiation of three key forms of self; namely, the relational self, coping self and monitored self. The negotiation of these forms of self-demonstrate that student teachers comply, resist and work around the demands of the placement. Performativity – or responding publicly to the multiple and at times alienating demands of placement is a means of conforming and in doing so, coping, for student teachers. The study supports the view that people cannot be simplistically reduced to being good or bad student teachers; rather they negotiate a range of selves and a range of challenges in the process of becoming resilient on school placement. Implications for policy, practice, and future research on student teacher practice on resilience are discussed. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.rights © 2019, Una Evelyn Nation. en
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/ en
dc.subject Resilience en
dc.subject Student teachers en
dc.subject Relational self en
dc.subject Coping self en
dc.subject Monitored self en
dc.subject Attachment en
dc.subject Communities of practice en
dc.subject Power en
dc.subject Performativity en
dc.title Towards a holistic understanding of student teachers becoming resilient on school placement en
dc.type Doctoral thesis en
dc.type.qualificationlevel Doctoral en
dc.type.qualificationname PhD en
dc.internal.availability Full text not available en
dc.check.info Restricted to everyone for one year en
dc.check.date 2020-11-12T11:36:52Z
dc.description.version Accepted Version
dc.description.status Not peer reviewed en
dc.internal.school Education en
dc.check.reason This thesis is due for publication or the author is actively seeking to publish this material en
dc.check.opt-out Not applicable en
dc.thesis.opt-out false
dc.check.entireThesis Entire Thesis Restricted
dc.check.embargoformat Apply the embargo to both hard bound copy and e-thesis (If you have submitted an e-thesis and a hard bound thesis and want to embargo both) en
ucc.workflow.supervisor f.chambers@ucc.ie
dc.internal.conferring Autumn 2019 en
dc.internal.ricu Centre for Planning Education and Research en


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© 2019, Una Evelyn Nation. Except where otherwise noted, this item's license is described as © 2019, Una Evelyn Nation.
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