In this paper we present the key epistemological assumptions and the theoretical background of a resilience-based program within Greek schools. The program aimed to help teachers develop self- and practice-based reflective skills, as well as reducing stress and confusion in their work with “difficult” or challenging students. Primary results of a qualitative evaluation showed significant improvement both in teachers’ -awareness about their students’ psychosocial and family problems and self- or practice-based reflective skills regarding inclusive issues.
|Title of host publication||Teacher Professional Knowledge and Development for Reflective and Inclusive Practices|
|Editors||Ismail Hussein Amzat, Nena Padilla Valdez|
|Number of pages||11|
|Publication status||Published - 6 Jun 2017|
|Name||Routledge Research in Education|
Bibliographical noteThis is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in Teacher Professional Knowledge and Development for Reflective and Inclusive Practices on 06/06/2017, available online: https://www.routledge.com/Teacher-Professional-Knowledge-and-Development-for-Reflective-and-Inclusive/Amzat-Padilla-Valdez/p/book/9781138226456
Kourkoutas, E., Hart, A., Graf, U., & Kassis, W. (2017). A Resilience-based Program to Promote Reflective and Inclusive Teaching Practices in Greece during Austerity. In I. H. Amzat, & N. P. Valdez (Eds.), Teacher Professional Knowledge and Development for Reflective and Inclusive Practices (pp. 168-178). (Routledge Research in Education). Routledge.