Reflections on Resilience. A Teacher’s Professional Learning Journey

Abstract

The purpose of this study is to describe and reflect on the route a teacher followed to implement an inquiry-based
professional learning cycle in her everyday practice and form a conceptual framework for teacher professional
learning on resilience. The teacher acted as a researcher and worked with a facilitator to explore the experience of
three twelve-year-old migrant students with high learning performance in an urban school in Cyprus. Diverse aspects
considered as important determinants for their educational success and resiliency were explored through case study
research. The data were analysed and three main categories related to resilience were formed: emotional resistance,
development of responsibility and sense of belonging. The main findings of the exploratory study were used as the
cornerstone for school-based teacher professional learning focusing on methods, approaches and aspects that could
be applied in order to strengthen all students and enhance positive impact on students’ achievement.