Exploring the mediating role of teacher identity between professional learning community and teacher resilience: evidence from Eastern China
Ainsworth S, Oldfield J (2019) Quantifying teacher resilience: Context matters. Teach. Teach. Educ. 82:117–128
Google Scholar
Arvaja M (2016) Building teacher identity through the process of positioning. Teach. Teach. Educ. 59:392–402
Google Scholar
Beijaard D, Meijer PC, Verloop N (2004) Reconsidering research on teachers’ professional identity. Teach. Teach. Educ. 20(2):107–128
Google Scholar
Beltman S, Mansfield C, Price A (2011) Thriving not just surviving: a review of research on teacher resilience. Educ. Res. Rev. 6(3):185–207
Google Scholar
Beltman S (2015) Teacher professional resilience: Thriving not just surviving. Cambridge University Press, Melbourne, Aust
Bendtsen M, Forsman L, Björklund M (2022) Exploring empowering practices for teachers’ sustainable continuing professional development. Educ. Res. 64(1):60–76
Google Scholar
Brunetti GJ (2006) Resilience under fire: perspectives on the work of experienced, inner city high school teachers in the United States. Teach. Teach. Educ. 22(7):812–825
Google Scholar
Buchanan R (2015) Teacher identity and agency in an era of accountability. Teach. Teach. 21(6):700–719
Google Scholar
Bucholtz M, Hall K (2005) Identity and interaction: a sociocultural linguistic approach. Discourse Stud. 7(4-5):585–614
Google Scholar
Byrne, BM (2013). Structural equation modeling with Mplus: Basic concepts, applications, and programming. Routledge
Chen G (2006) A commentary on the teaching research group phenomenon in China. Nantong Univ. J. (Educ. Sci. Ed.) 22(4):1–4
Chen L (2020) A historical review of professional learning communities in China (1949-2019): some implications for collaborative teacher professional development. Asia Pac. J. Educ. 40(3):373–385
Google Scholar
Cheng C, Zhao J (2023) The impact of professional learning communities on pre-service teachers’ professional commitment. Front. Psychol. 14:1153016
Google Scholar
Clarke M (2009) The ethico‐politics of teacher identity. Educ. Philos. Theory 41:185–200
Google Scholar
Colliander H (2018) The experienced newcomer-The (trans) forming of professional teacher identity in a new landscape of practices. Teach. Teach. Educ. 69:168–176
Google Scholar
Curran PG, Hauser KA (2019) I’m paid biweekly, just not by leprechauns: Evaluating valid-but-incorrect response rates to attention check items. J. Res. Personal. 82:103849
Google Scholar
Dang T (2013) Identity in activity: examining teacher professional identity formation in the paired-placement of student teachers. Teach. Teach. Educ. 30:47–59
Google Scholar
Day C (2011) New understandings of Teacher’s work: Emotions and educational change. Springer, New York
Google Scholar
Day C, Gu Q (2007) Variations in the conditions for teachers’ professional learning and development: Sustaining commitment and effectiveness over a career. Oxf. Rev. Educ. 33(4):423–443
Google Scholar
Day, C, & Gu, Q (2014). Resilient teachers, resilient schools: Building and sustaining quality in testing times. Routledge
Gholami K, Faraji S, Meijer PC, Tirri K (2021) Construction and deconstruction of student teachers’ professional identity: A narrative study. Teach. Teach. Educ. 97:103142
Google Scholar
Gu Q (2014) The role of relational resilience in teachers’ career-long commitment and effectiveness. Teach. Teach.: Theory Pract. 20(5):502–529
Google Scholar
Gu, Q (2018). Reconceptualising teacher resilience: A social ecological approach to understanding teachers’ professional worlds. In M. Wosnitza, F Peixoto, S Beltman, & C Mansfield (Eds.), Resilience in education (pp. 13-34). Springer
Gu Q, Day C (2007) Teachers’ resilience: a necessary condition for effectiveness. Teach. Teach. Educ. 23(8):1302–1316
Google Scholar
Gu Q, Day C (2013) Challenges to teacher resilience: conditions count. Br. Educ. Res. J. 39(1):22–44
Google Scholar
Gu Q, Li Q (2013) Sustaining resilience in times of change: stories from Chinese teachers. Asia-Pac. J. Teach. Educ. 41(3):288–303
Google Scholar
Gunning AM, Marrero ME, Hillman PC, Brandon LT (2020) How k-12 teachers of science experience a vertically articulated professional learning community. J. Sci. Teach. Educ. 31(6):705–718
Google Scholar
Hadar LL, Ergas O, Alpert B, Ariav T (2020) Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the Covid-19 crisis. Eur. J. Teach. Educ. 43(4):573–586
Google Scholar
Hairon S, Tan C (2017) Professional learning communities in Singapore and Shanghai: Implications for teacher collaboration. Comp.: A J. Comp. Int. Educ. 47(1):91–104
Google Scholar
Han XJ, Liu HM (2018) It is urgent to strengthen “masculinity” among primary and secondary school teachers: The status of gender structure of teachers based on investigation and suggestions for improvement. Mod. Prim. Second. Educ. 34(3):57–61
Hargreaves, A, & Evans, R (1997). Beyond educational reform: bringing teachers back in. Open University Press
Hargreaves A (1998) The emotional practice of teaching. Teach. Teach. Educ. 14(8):835–854
Google Scholar
Hausman CS, Ellen B (2001) Goldring. “Sustaining teacher commitment: The role of professional communities.”. Peabody J. Educ. 76(2):30–51
Google Scholar
Hord, S (1997). Professional learning communities: Communities of continuous inquiry and improvement. ED Publication No. 410-659. Washington, DC: Office of Educational Research and Improvement (ED)
Hu L‐tze, Bentler PM (1999) Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Struct. Equ. Model. 6(1):1–55
Google Scholar
Johnson, B, Cornu, RL, Peters, J Sullivan, A & Hunter, J (2010). Conditions that support early career teacher resilience
Johnson, B, Down, B, Le Cornu, R, Peters, J, Sullivan, A, Pearce, J, & Hunter, J (2015). Promoting early career teacher resilience: A sociocultural and critical guide to action. Routledge
Joreskog KG, Sorbom D (1994) Structural equation modeling with the SIMPLIS command language. Scientific Software International, Chicago
Kaminskiene L (2021) What factors matter for the sustainable professional development of teachers? analysis from four countries. J. Teach. Educ. Sustain. 22(2):153–170
Kelchtermans G (2000) Telling dreams: a commentary to Newman from a European context. Int. J. Educ. Res. 33:209–211
Kocabaş-Gedik P, Ortaçtepe Hart D (2021) “It’s not like that at all”: A poststructuralist case study on language teacher identity and emotional labor. J. Lang., Identity Educ. 20(2):103–117
Google Scholar
Korthagen FAJ (2004) In search of the essence of a good teacher: towards a more approach in teacher education. Teach. Teach. Educ., 20(1):77–97
Google Scholar
Lee DHL, Ip NKK (2023) The influence of professional learning communities on informal teacher leadership in a Chinese hierarchical school context. Educ. Manag. Adm. Leadersh. 51(2):324–344
Google Scholar
Lee JCK, Huang YXH, Law EHF, Wang MH (2013) Professional identities and emotions of teachers in the context of curriculum reform: A Chinese perspective. Asia-Pac. J. Teach. Educ. 41(3):271–287
Google Scholar
Li Q, Pei L, Wu D (2014) Teacher resilience: construct and influential factors. J. Educ. Stud. 10(2):70–76
Mansfield CF, Beltman S, Broadley T, Weatherby-Fell N (2016) Building resilience in teacher education: An evidenced informed framework. Teach. Teach. Educ. 54:77–87
Google Scholar
Mansfield CF, Beltman S, Price A, McConney A (2012) Don’t sweat the small stuff: Understanding teacher resilience at the chalkface. Teach. Teach. Educ. 28(3):357–367
Google Scholar
Mansfield, CF, Ebersöhn, L, Beltman, S, & Loots, T (2018). Great Southern lands: Making space for teacher resilience in South Africa and Australia in M Wosnitza, F Peixoto, S Beltman, & CF Mansfield (Eds.), Resilience in education: Concepts, contexts and connections (pp. 53–71). Springer
Marschall G (2022) The role of teacher identity in teacher self-efficacy development: the case of Katie. J. Math. Teach. Educ. 25(6):725–747
Google Scholar
Mckay L (2021) Using arts-based reflection to explore preservice teacher identity development and its reciprocity with resilience and well-being during the second year of university. Teach Teach Educ. 105(5)):103424
Meister DG, Ahrens P (2011) Resisting plateauing: four veteran teachers’ stories. Teach. Teach. Educ. 27(4):770–778
Google Scholar
Meyer, DK (2009). Entering the emotional practices of teaching. Springer US
Morgan M (2011) Resilience and recurring adverse events: testing an assets-based model of beginning teachers’ experiences. Ir. J. Psychol. 32(3-4):92–104
Google Scholar
Olivier, DF, & Hipp, KK (2010). Assessing and analyzing schools as professional learning communities. Demystifying professional learning communities. School leadership at its best, (01),29-42
Pearce J, Morrison C (2011) Teacher identity and early career resilience: exploring the links. Aust. J. Teach. Educ. 36(1):48–59
Preacher KJ, Hayes AF (2008) Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behav. Res. Methods 40(3):879–891
Google Scholar
Prenger R, Poortman CL, Handelzalts A (2018) The effects of networked professional learning communities. J. Teach. Educ. 70(5):441–452
Google Scholar
Sarid A, Levanon M (2023) Embracing dualities: Principles of education for a VUCA world. Educ. Philos. Theory 55(12):1375–1386
Google Scholar
Schick A, Hobson PR, Ibisch PL (2017) Conservation and sustainable development in a VUCA world: the need for a systemic and ecosystem‐based approach. Ecosyst. Health Sustain. 3(4):e01267
Google Scholar
Sterling S (2010) Learning for resilience, or the resilient learner? towards a necessary reconciliation in a paradigm of sustainable education. Environ. Educ. Res. 16(5):511–528
Google Scholar
Stoll L, Bolam R, McMahon A, Wallace M, Thomas S (2006) Professional learning communities: A review of the literature. J. Educ. Change 7(4):221–258
Google Scholar
Tait M (2008) Resilience as a contributor to novice teacher success, commitment, and retention. Teach. Educ. Q. 35(4):57–75
Tickle L (2000) Teacher Induction: The Way Ahead. Open University Press, Buckingham
Tolstikova S, Osechkina L, Tabolova E, Travinova G (2021) Development of teachers’ professional skills in education for sustainable development. E3S Web Conf. 250(6):07007
Google Scholar
Tricarico KM, Jacobs J, Yendol-Hoppey D (2015) Reflection on their first five years of teaching: Understanding staying and impact power. Teach. Teach.: Theory Pract. 21(3):237–259
Google Scholar
UNESCO (2015) Education 2030. Incheon declaration and framework for action. UNESCO, Paris,
Ungar M (2008) Resilience across cultures. Br. J. Soc. Work 38(2):218–235
Google Scholar
Ungar M, Ghazinour M, Richter J (2013) Annual research review: What is resilience within the social ecology of human development? J. Child Psychol. Psychiatry 54(4):348–366
Google Scholar
Vermunt, JD, Vrikki, M, Warwick, P, & Mercer, N (2017). In DJ Clandinin, & J Husu (Eds.), The SAGE Handbook of Research on Teacher Education 1 (pp. 143e159). Sage
Wang H, Hall NC (2021) Exploring relations between teacher emotions, coping strategies, and intentions to quit: a longitudinal analysis. J. Sch. Psychol. 86:64–77
Google Scholar
Wang P (2021) Too many constraints: Five first-year EFL teachers’ professional identity construction. Eur. J. Teach. Educ. 44(2):180–199
Google Scholar
Wang X, Lo LNK (2022) Development of resilience among Chinese rural teachers: a social ecological perspective. Teach. Teach. 28(5):533–554
Google Scholar
Warner CK (2016) Constructions of excellent teaching: Identity tensions in pre-service English teachers. Natl Teach. Educ. J. 9(1):5–15
Wei SH, Song GW, Zhang DJ (2013) Study on primary, middle and high school teachers’ professional identity: structure and scale. Teach. Educ. Res. 25(1):55–60
Wenger E, McDermott R, Snyder W (2002) Cultivating communities of practice: A guide to managing knowledge. Harvard Business Press, Cambridge, MA
Widodo, HP (2018). Needs Assessment in Professional Development (PD). American Cancer Society
Widodo HP, Allamnakhrah A (2020) The impact of a blended professional learning community on teacher educators’ professional identity: towards sustainable teacher professional development. J. Educ. Teach. 46(3):408–410
Google Scholar
Wong J, Jocelyn LN (2010) Searching for good practice in teaching: A comparison of two subject-based professional learning communities in a secondary school in Shanghai. Comp.: J. Comp. Int. Educ. 40(5):623–639
Wosnitza, M, Peixoto, F, Beltman, S, & Mansfield, CF (2018). Resilience in education: Concepts, contexts and connections (Eds.). Springer
Xiong T, Song Z, Zhou A, Huang X (2024) EMI teachers’ agency in the context of international education in China: language choice, identity construction, and cultural negotiation. Int. J. Biling Educ. Biling. 27(4):472–486
Google Scholar
Yin HB, Huang S, Wang W (2017) Work environment characteristics and teacher well-being: The mediation of emotion regulation strategies. Int. J. Environ. Res. Public Health 13(9):907–923
Google Scholar
Zhang J, Sun Y (2018) Development of a conceptual model for understanding professional learning communities in China: a mixed-method study. Asia Pac. Educ. Rev. 19(4):445–457
Google Scholar
Zhang J (2017) An empirical study on the development of teachers’ professional learning communities: schools in Shanghai as an example. J. School. Stud. 14(5):76–87
Zhang J, Sun Y (2020) Investigating the effects of professional learning communities on teacher commitment in China. Educ. Stud. 46(6):773–777
Google Scholar
Zhang J, Huang Q, Ye J (2023) Investigating the mediating effects of professional learning communities on the relationship between leadership practices and teacher collective efficacy: A perspective of Chinese principals. Camb. J. Educ. 53(2):155–176
Google Scholar
Zhang J, Yin H, Wang T (2023) Exploring the effects of professional learning communities on teachers’ self-efficacy and job satisfaction in Shanghai, China. Educ. Stud. 49(1):17–34
Google Scholar
Zhao H, Zhang X (2017) The influence of field teaching practice on pre-service teachers’ professional identity: a mixed methods study. Front. Psychol. 8:1264
Google Scholar
Zheng, X Shen, A, Yin, H, Education, FO, University, S, & Education, FO, et al. (2018). What professional learning community do Chinese teachers need? an investigation on teachers’ job satisfaction and teaching efficacy. Glob. Educ
Zheng X, Yin H, Liu Y (2021) Are professional learning communities beneficial for teachers? A multilevel analysis of teacher self-efficacy and commitment in China. Sch. Effect. Sch. Improv. 32(2):197–217
Google Scholar
Zheng X, Yin H, Liu Y et al. (2016) Effects of leadership practices on professional learning communities: the mediating role of trust in colleagues. Asia Pac. Educ. Rev. 17:521–532
Google Scholar
link
