A Framework of Conditions Supporting Early Career Teacher Resilience and Creativity
McCarthy, R and Pittaway, S and Swabey, K, A Framework of Conditions Supporting Early Career Teacher Resilience and Creativity, What is Next in Educational Research?, Sense Publishers, S Fan, J Fielding-Wells (ed), The Netherlands, pp. 249-260. ISBN 9789463005227 (2016) [Research Book Chapter]
While generally treated as independent concepts, there is some commonality in the
way in which the character traits of creative and resilient thinkers are described in
the literature. For example, both are described as effective thinkers, innovators and
problem-solvers (Benard, 2004; Craft, 2005; Galton, 2010; Weisberg, 2006). These
traits, along with numerous others, indicate a relationship between resilience and
creativity that may provide valuable insights for educators in preparing effective
thinkers of the future. Existing research and literature in the fields of creativity
and resilience is extensive. Only limited work has been unde1taken, however, in
examining the interplay between the two areas in relation to shaping teacher
practice. Examination of these relationships in the context of graduate teachers'
enhy into the profession is likely to result in an enl1anced understanding of their
beliefs about creativity and resilience, and the implications of these for their
practice. Engagement with both the historical and contempora1y literature relating
to creativity and resilience has guided and shaped the development of the study on
which this chapter is based. One of the aims of tllis study is to explore the inter-play
between creativity and resilience in relation to early career teacher (ECT) practice.
In this chapter, one element that has influenced the present study-Jolmson et al. 's
(20 12) recently developed framework of conditions supporting Early Career Teacher
(ECT) resilience-is elaborated by overlaying the framework to view conditions
that concunently supp01t ECT resilience and creativity.