Nurturing Resilience in Preservice Teachers: Comparing "Direct Teaching" and "Experiential Learning" Methods

• In Event: Marriott Roundtable Session 33
  In Roundtable Session: The Power of Possibility Through Experiential Learning in Teacher Prep

Abstract

This paper bridges a significant research gap by examining the development of preservice teachers’ resilience by comparing the impact of ‘direct teaching’ and ‘experiential learning’ approaches. Early career teachers often leave the profession within their first five years because of burnout or inadequate pre-service preparation. Hence, a more resilient teaching workforce is crucial. Yet there exists very little literature on how best to foster resilience in preservice teachers, so this paper seeks to address the gap through a longitudinal mixed methods approach. Findings indicate that experiential learning can create an effective platform for preservice teachers to build resilience and live out concepts through problem solving in the midst of authentic ‘setbacks’. Implications for fieldwork practice in EL are suggested.

Authors

• Jessie M. L. Chow, The University of Hong Kong

• Gary James Harfitt, The University of Hong Kong