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Schönwetter\u003Cbr>University of Manitoba, [dieter.schonwetter@umanitoba.ca](dieter.schonwetter@umanitoba.ca)[ ](dieter.schonwetter@umanitoba.ca)Gesa Ruge\u003Cbr>Central Queensland University, [g.ruge@cqu.edu.au](g.ruge@cqu.edu.au)[ ](g.ruge@cqu.edu.au)Robert Kennelly\u003Cbr>University of Canberra, [robert.kennelly@uc.edu.au](robert.kennelly@uc.edu.au)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotlrcacea.2023.1.13781](https://doi.org/10.5206/cjsotlrcacea.2023.1.13781) |  |\n\nRecommended Citation  \nMcCormack, C., Schönwetter, D. J., Ruge, G., & Kennelly, R. (2023) . Promoting university teacher resilience through teaching philosophy development The Canadian Journal for the Scholarship of Teaching and Learning, 14(1) .  \n[https://doi.org/10.5206/cjsotlrcacea.2023.1.13781](https://doi.org/10.5206/cjsotlrcacea.2023.1.13781)  \nPromoting University Teacher Resilience through Teaching Philosophy Development  \nAbstract  \nTeaching in today’s complex and competitive university environment has become increasingly demanding as teachers try to respond to the stress and burnout negatively impacting their work performance. In this environment, it is more important than ever that university teachers build resilience to overcome stress and burnout and continue a career-long commitment to teaching effectiveness. The initial phase of this research systematically identified 39 empirical studies of schoolteacher resilience, and seven studies of university teacher resilience, to identify key resilience-building factors. The second phase, in-depth interviews, probed nine Australian and seven Canadian university teaching Fellows about their writing of their teaching philosophy. A close review of the outcomes of each phase prompted recognition of the similarity of resilience-building factors reported in the resilience literature and the benefits of developing a teaching philosophy reported by the university teaching Fellows. The similarities suggest that the benefits of developing a teaching philosophy could contribute to building university teacher resilience.  \nEnseigner dans l’environnement universitaire actuel complexe et concurrentiel est devenu de plus en plus exigeant alors que les professeurs et les professeures tentent de répondre au stress et à l’épuisement professionnel qui affectent négativement leur performance au travail. Dans cetenvironnement, il est plus important que jamais que les professeurs et les professeures d’université renforcent leur résilience afin de surmonter le stress et l’épuisement professionnel et continuentl’engagement qu’ils ont pris tout au long de leur carrière en faveur d’un enseignement efficace. La phase initiale de cette recherche identifie systématiquement 39 études empiriques de la résilienced’enseignants et d’enseignantes des écoles ainsi que sept études portant sur la résilience des professeurs et des professeures d’université, afin d’identifier les facteurs clés qui mènent aurenforcement de leur résilience. Durant la seconde phase, qui consiste d’entrevues approfondies, nous avons enquêté auprès de neuf professeurs et professeures d’université d’Australie et sept du Canada sur la préparation de leur philosophie d’enseignement. Un examen minutieux des résultats de chaque phase a mené à l’identification de similarités entre les facteurs de renforcement de la résilience rapportés dans les publications ainsi qu’à la reconnaissance des avantages qu’il y a à développer une philosophie d’enseignement rapportés par les professeurs et les professeures d’université . Les similarités suggèrent que les avan","cbCailn7ITiGbLaW","https://ap.wps.com/l/cbCailn7ITiGbLaW","pdf",325084,24,"English","# Promoting University Teacher Resilience through Teaching Philosophy Development\n## Abstract\n## Keywords\n## Citation information","[{\"question\":\"What problem does the paper address?\",\"answer\":\"It addresses the increasing demands on university educators and how stress and burnout negatively affect teaching performance.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study used a two-phase approach: a systematic review to identify resilience-building factors, followed by in-depth interviews about writing teaching philosophy.\"},{\"question\":\"What relationship does the paper suggest between teaching philosophy and resilience?\",\"answer\":\"The outcomes suggest that the benefits of developing a teaching philosophy may contribute to building university teacher resilience by aligning with similar resilience-building factors found in the literature.\"}]","Promoting University Teacher Resilience through Teaching Philosophy Development - Article 12 | PDF",1792082869]