Story as Advocacy: Preservice Teachers Discover Resilience, Purpose, and Identities of Well-Being
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| Title: | Story as Advocacy: Preservice Teachers Discover Resilience, Purpose, and Identities of Well-Being |
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| Language: | English |
| Authors: | Farnsworth, Megan |
| Source: | International Journal of Emotional Education. Apr 2021 13(1):20-34. |
| Availability: | Centre for Resilience and Socio-Emotional Health. Old Humanities Building (OH) Room 241, University of Malta, MSD 2080, Malta. Tel: +356-2340-3014; Web site: http://www.um.edu.mt/ijee |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Advocacy, Preservice Teachers, Resilience (Psychology), Well Being, Rural Schools, Story Telling, Mental Health, Social Emotional Learning, Family Relationship, Religious Factors, Self Concept, Preservice Teacher Education |
| ISSN: | 2073-7629 |
| Abstract: | Utilising narrative inquiry in a teacher preparation programme, the author examined ways that rural preservice teachers explored their resilience through writing stories of overcoming obstacles. The presented research investigated links among resilience, purpose, and advocacy for social justice. Data for this study (16 female, rural students) were collected, analysed, and interpreted through Social Emotional Learning and cultural lenses. Results demonstrate that participants recognised both internal and external supports needed to navigate obstacles. The external resources of extended families and religion helped students to mediate trauma. The internal resources of affirming experiences heightened self-insight and generated new outcomes helped students mediate identity confusion. These resources were needed for agency, which enabled students to challenge power inequities in relationships and expand identities of well-being. Sharing stories of resilience may decrease stigma, increase community resources, and be a vital source of sustaining educators' mental health. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1299437 |
| Database: | ERIC |
| Abstract: | Utilising narrative inquiry in a teacher preparation programme, the author examined ways that rural preservice teachers explored their resilience through writing stories of overcoming obstacles. The presented research investigated links among resilience, purpose, and advocacy for social justice. Data for this study (16 female, rural students) were collected, analysed, and interpreted through Social Emotional Learning and cultural lenses. Results demonstrate that participants recognised both internal and external supports needed to navigate obstacles. The external resources of extended families and religion helped students to mediate trauma. The internal resources of affirming experiences heightened self-insight and generated new outcomes helped students mediate identity confusion. These resources were needed for agency, which enabled students to challenge power inequities in relationships and expand identities of well-being. Sharing stories of resilience may decrease stigma, increase community resources, and be a vital source of sustaining educators' mental health. |
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| ISSN: | 2073-7629 |
