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ZHONG Zhixian, LIU Lihong. Teacher Digital Resilience: Connotations, Frameworks and Development Pathways[J]. Journal of Teacher Education.
Citation: ZHONG Zhixian, LIU Lihong. Teacher Digital Resilience: Connotations, Frameworks and Development Pathways[J]. Journal of Teacher Education.
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Teacher Digital Resilience: Connotations, Frameworks and Development Pathways

  • Institute of Teacher Education for Advanced Study, Jiangxi Normal University, Nanchang 330022, China

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  • MSC: G451

  • The integration of digital technology with education has brought opportunities and challenges to the innovation of education and teaching methods for teachers. Digital resilience, as a necessary skill in the digital age, helps teachers objectively identify and address the challenges faced in the digital era, enabling them to better adapt to digital education and teaching or survival.Teacher digital resilience refers to the positive mindset and adaptability that teachers show when they encounter technological difficulties or challenges while using digital technology for education and teaching.Building on the understanding and analysis of the concept and connotation of digital resilience, along with existing representative digital resilience frameworks, and in conjunction with psychological resilience research and the characteristics of the teaching profession, the paper constructs a framework for teacher digital resilience from four dimensions: "adapting to the environment, coping with challenges, self-regulation, and support-seeking." In the daily professional work of teachers, the development of teacher digital resilience can be promoted through self-awareness, resilience education, place-based learning, and resource support.
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Teacher Digital Resilience: Connotations, Frameworks and Development Pathways

Abstract: The integration of digital technology with education has brought opportunities and challenges to the innovation of education and teaching methods for teachers. Digital resilience, as a necessary skill in the digital age, helps teachers objectively identify and address the challenges faced in the digital era, enabling them to better adapt to digital education and teaching or survival.Teacher digital resilience refers to the positive mindset and adaptability that teachers show when they encounter technological difficulties or challenges while using digital technology for education and teaching.Building on the understanding and analysis of the concept and connotation of digital resilience, along with existing representative digital resilience frameworks, and in conjunction with psychological resilience research and the characteristics of the teaching profession, the paper constructs a framework for teacher digital resilience from four dimensions: "adapting to the environment, coping with challenges, self-regulation, and support-seeking." In the daily professional work of teachers, the development of teacher digital resilience can be promoted through self-awareness, resilience education, place-based learning, and resource support.

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