How do University Professors build High Resilience? Case Studies
DOI:
https://doi.org/10.15359/ree.25-3.16Keywords:
Resilience, higher education, teaching profession, educational reformAbstract
Introduction. Resilience is understood under a triadic perspective as the creation of new strategies from the need to resist in the interaction of personal characteristics, with a stable family environment and a supportive context. Objective. To know how university teachers build their high resilience so that they and higher education institutions (HEI) can reduce risk factors and promote mechanisms allowing high levels of resilience and greater time working as teachers. Methodology. A qualitative approach of descriptive scope for eight professors of engineering and psychology of public and private HEI from the Mexican southeast who were part of a doctoral work project with a mixed approach. Results. First, the importance of professional aspects and the teaching work in building high resilience is identified since these two elements act as protective and risk factors, both internal and external, that allow maintaining resilience. Second, next in importance are personal aspects that function as protectors and risk factors, such as combining teaching with the motherhood of young children. Third, institutional aspects are identified, which are perceived, almost equally, as protective and risky. Finally, social aspects are more perceived by the engineering teaching personnel and the full-time working staff. Conclusions. The dynamics and bidirectionality of these aspects to build higher resilience levels are corroborated; according to the experiences of the teaching staff, these aspects are perceived as protective factors that mitigate many risks in the form of challenges that current teaching poses to teachers.
References
Arnup, J. y Bowles, T. (2016). Should I stay or should I go? Resilience as a protective factor for teachers’ intention to leave the teaching profession. Australian Journal of Education, 60(3), 229-244. https://doi.org/10.1177%2F0004944116667620
Beigi, S. (2016). The timeline of resilience: A roadmap for cross operationalization of resilience. https://www.academia.edu/21541954/THE_TIMELINE_OF_RESILIENCE_A_ROADMAP_FOR_CROSS_OPERATIONALIZATION_OF_RESILIENCE
Benítez-Corona, L. y Barrón-Tirado, M. C. (2018). Análisis cualitativo de la resiliencia en estudiantes de postgrado. Revista electrónica Educare, 21(1), 1-21. https://doi.org/10.15359/ree.22-1.7
Brooks, C. (2016). Teacher subject identity in professional practice. Teaching with a professional compass. Routledge. https://doi.org/10.4324/9781315774770
Capanna, C., Stratta, P., Hjemdal, O., Collazoni, A. y Rossi, A. (2015). The Italian validation study of the Resilience Scale for Adults (RSA). Aplied Psychology Bulletin, 63(272), 16-24. https://www.academia.edu/18398592/The_Italian_validation_study_of_the_Resilience_Scale_for_Adults_RSA
Carlos Guzmán, J. J. (2011). ¿Cómo se forman los profesores efectivos de educación superior? Análisis de las fases de su desarrollo docente. XI Congreso Nacional de Investigación Educativa. Consejo Mexicano de Investigación Educativa, México. http://www.comie.org.mx/congreso/memoriaelectronica/v11/docs/area_15/1985.pdf
González-García, H., Pelegrín, A. y Carballo, J. (2017). Ira y personalidad resistente en deportistas de raqueta y resistencia. Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte, 6(2), 21-29. https://doi.org/10.24310/riccafd.2017.v6i2.3776
Grotberg, E. H. (1996). The international resilience project findings from the research and the effectiveness of interventions. Paper presented at the Annual Convention of the International Council of Psychologists. Banff, Canada. http://files.eric.ed.gov./fulltext/ED419584.pdf
Hargreaves, A. (1994). Dissonant voices: Teachers and the multiple realities of restructuring. Conferencia presentada en Annual Meeting of the American Educational Research Association, New Orleans. http://files.eric.ed.gov/fulltext/ED372056.pdf
Henderson, N. y Milstein, M. M. (2003). Resiliencia en la escuela. Paidós.
Henderson Grotberg, E. (2006). La resiliencia en el mundo de hoy. Cómo superar las adversidades. Gedisa.
Liebenberg, L. y Ungar, M. (2009). 1 Introduction: The challenges in researching resilience. En L. Liebenberg y M. Ungar (Eds.), Researching resilience (pp. 3-25). University of Toronto Press. https://doi.org/10.3138/9781442697669
Madariaga, J. M., Palma, M. de las O., Surjo, P., Villalba, C. y A. Arribillaga, A. (2014). 1 La construcción social de la resiliencia. En J. Madariaga (Coord.), Nuevas miradas sobre la resiliencia. Ampliando ámbitos y prácticas (pp. 11-30). Gedisa.
Maxwell, D., Constas, M., Frakenberger, T., Klaus, D. y Mock, M. (2015). Qualitative data and subjective indicators for resilience measurement. Resilience Measurement Technical Working Group (Technical Series No. 4). Food Security Information Network. https://www.fsinplatform.org/sites/default/files/paragraphs/documents/FSIN_TechnicalSeries_4.pdf
Melillo, A. (2004). Sobre la necesidad de especificar un nuevo pilar de la resiliencia. En A. Melillo, E. N. Suárez Ojeda y D. Rodríguez (Comps.), Resiliencia y subjetividad. Los ciclos de la vida (pp. 77-90). Paidós.
Mérida Serrano, R. (2006). Nueva percepción de la identidad profesional del docente universitario ante la convergencia europea. Revista Electrónica de Investigación Educativa, 8(1), 1-18. http://www.redalyc.org/articulo.oa?id=15508105
Monereo, C. y Domínguez, C. (2014). La identidad docente de los profesores universitarios competentes. Educación XX1, 17(2), 83-104. https://doi.org/10.5944/educxx1.17.2.11480
Olivares-Faúndez, V. y Villalta, P. (2015). Burnout y resiliencia en profesores universitarios. En L. Godoy y E. Ansoleaga (Comps.), Un campo en tensión o tensión entre campos. Psicología de las organizaciones y del trabajo en Iberoamérica (pp. 307-319). RIL Editores.
Palomar Lever, J. y Gómez Valdez, N. E. (2010). Desarrollo de una escala de medición de la resiliencia con mexicanos (RESI-M). Interdisciplinaria, 27(1), 7-22. https://www.redalyc.org/pdf/180/18014748002.pdf
Price, A., Mansfield, C. y McConney, A. (2012). Considering ‘teacher resilience’ from critical discourse and labour process theory perspectives. British Journal of Sociology of Education, 33(1), 81-95. https://doi.org/10.1080/01425692.2011.614748
Quintero Velásquez, A. M. (2005). Resiliencia: Contexto no clínico para trabajo social. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 3(1), 73-94. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1692-715X2005000100004&lng=en&tlng=es
Sierra Molina, T. de J., Sevilla Santo, D. E. y Martín Pavón, M. J. (2019). Profesor universitario, ser en resiliencia: Una mirada a su labor en el contexto educativo actual. Diálogos sobre educación, 10(19). http://dialogossobreeducacion.cucsh.udg.mx/index.php/DSE/article/view/539
Simpson, M. G. (2008). Resiliencia en el aula, un camino posible. Bonum.
Ungar, M. (2003). Qualitative contributions to resilience research. Qualitative Social Work, 2(1), 85-102. https://doi.org/10.1177/1473325003002001123
Vicente de Vera, M. I. y Gabari Gambarte, M. I. (2019). Burnout y factores de resiliencia en docentes de educación secundaria. International Journal of Sociology of Education, 8(2), 127-152. http://dx.doi.org/10.17583/rise.2019.3987
Villalobos Pérez-Cortés, M. (2009). Resiliencia: Cómo aceptar y adaptarse a los cambios. Una propuesta educativa. Minos Tercer Milenio.
Villalobos Vergara, P. y Assaél Budnik, J. (2018). Dimensiones individuales, relacionales e institucionales en la resiliencia de profesores principiantes egresados de una universidad pública. Psicoperspectivas. Individuo y Sociedad, 17(1), 1-11. https://doi.org/10.5027/psicoperspectivas-vol17-issue1-fulltext-1145
Wong-Parodi, G., Fischhoff, B. y Strauss, B. (2015). Resilience vs. adaptation: Framing and action. Climate Risk Management, 10, 1-7. https://doi.org/10.1016/j.crm.2015.07.002
Downloads
Published
How to Cite
Issue
Section
License
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License:
The articles published by Educare Electronic Journal can be shared with a Creative Commons License: 
