Teacher Knowledge Community and Teachers' Resilience to Professional Burnout

• In Event: Navigating Tensions in Teacher Educator Practices

Abstract

This study explores how a teachers’ knowledge community supported a teacher in navigating professional burnout and how it shaped the teacher’s identities. It is grounded in Dewey’s (1938) theory of experience, Clandinin and Connelly’s (1988; 1995) conceptualization of personal practical knowledge and professional knowledge landscape, and Craig and Olson’s (1995; 2001) conceptualization of knowledge community. It adopts narrative inquiry as the methodology. The field texts (data) include two teachers’ journals between 2010 and 2020, recordings, transcripts of conversations, photos, emails, research proposals for projects, and documents. The relations between teacher knowledge community, teacher well-being, resilience, and teacher development are discussed.

Authors

• Yuanli Chen, University of Alberta

• Suihong Guo, Guangdong Ocean University