Developing pre-service maths teachers' resilience using the growth zone model

Maddy Findon, Holly Heshmati, Sue Johnston-Wilder

Research output: Contribution to journalArticlepeer-review


This paper reports on action research aimed at developing teacher resilience. Relationships between teacher resilience and teacher retention have been well established; however, less is known about effective strategies for building resilience. Teacher resilience is known to be the outcome of dynamic interactions between everyday challenges and protective resources in a process involving teachers employing practical strategies through harnessing their personal and contextual resources. This research focused on using an intervention program to develop five aspects of resilience amongst 25 pre-service maths teachers. For a period of one academic year, various approaches for developing motivational, professional, emotional, social and physical aspects of resilience were identified and evaluated. The results of questionnaires and interviews confirm that increasing participants' personal and professional networks, along with their use of the growth zone model, can improve resilience. Adapting the interventions for use within both pre and in-service teachers is a route for future research.
Original languageEnglish
Pages (from-to)162 - 183
Number of pages21
JournalInternational Journal of Innovation in Education
Publication statusPublished - 15 Oct 2020


  • teacher resilience; pre-service maths teachers; five aspects of resilience; growth zone model.


Dive into the research topics of 'Developing pre-service maths teachers' resilience using the growth zone model'. Together they form a unique fingerprint.

Cite this