Module 7 – Resilience Building in VET Educators

The aim of this module is to increase resilience capacities in VET educators and professionals with the aim of increasing their capacity to deal with VET 4.0.

Additionally, the module aims to foster an understanding of the importance of selecting and evaluating digital resources in meeting the diverse needs of learners.

Learning Outcomes

After completing this SDL module, you will be able to: 

  • Define resilience and explain its significance in personal and professional development
  • Identify and apply techniques for building resilience effectively
  • Practice mindfulness to enhance emotional regulation and focus
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Introduction

Both resilience and adaptability are key skills that all people must have to adjust to change. Resilient and adaptable people can embrace change positively and cope with difficult situations, making them valuable assets in the workplace.

Resilience is the ability to bounce back and recover quickly from setbacks, adversity, or challenges. It is the capacity to cope and maintain a positive attitude in the face of difficult situations or stressors.

Adaptability is the ability to adjust or change in response to new or changing circumstances. It involves being flexible and open to learning, allowing individuals to effectively respond to different situations, challenges, and environments.

They are both important personally and professionally.

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Key Criteria for evaluation

Resilience is more than just bouncing back from adversity; it’s about adapting, growing, and thriving in the face of challenges. For VET educators, resilience involves maintaining a sense of purpose, staying flexible in the face of change, and building a supportive network of colleagues and resources. By developing resilience, you can better cope with stress, embrace innovation, and sustain your passion for teaching and learning.

There are five skills associated with resilience. These are:

Question Time!

Take some time to reflect using these questions:

Can you recall a specific challenging situation you faced personally or professionally and how you dealt with it?

What emotions did you experience during that situation, and how did you manage them?

How did that experience impact you and your approach to future challenges?

How can you build on your resilience going forward?

Activity #1 – Developing a Growth Mindset

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The aim of this activity is to build a growth mindset by recognising the gaps in existing knowledge and expertise and taking active steps to improve upon them. This helps build resilience by improving your adaptability and flexibility skillset!

Step #1 – Identify an area of interest or skill that you would like to develop further in your teaching practice (e.g., incorporating technology in the classroom, implementing innovative teaching methods).

Step #2 – Set a specific learning goal related to this area, making sure it is challenging yet achievable within a reasonable timeframe.

Step #3 – Research resources and learning opportunities that will help you achieve your goal, such as online courses, workshops, articles, or books.

Step #4 – Create a learning plan outlining the steps you will take to achieve your goal, including timelines and milestones.

Step #5 – Take action by actively engaging in self-directed learning activities, such as:

  • Completing online courses or tutorials
  • Attending webinars or workshops
  • Reading relevant literature or research articles
  • Experimenting with new teaching methods or technologies in your classroom

 

Step #6 – Reflect on your learning journey regularly, considering the following questions:

  • What progress have you made towards your learning goal?
  • What challenges have you encountered, and how have you overcome them?
  • What new insights or skills have you gained through this experience?

 

Step #7 – Adjust your learning plan as needed based on your reflections and experiences and continue to pursue growth opportunities with a positive and open mindset.

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Activity 2 – Resilience Reflection Journal

Objective: Apply the concepts of relevance, accuracy, credibility, accessibility, and usability learned in the presentation to evaluate a digital resource or tool of your choice.

Follow the steps described on the upcoming slides!

Activity 2: Steps to follow

Step #1 – Find a notebook that you will dedicate to their activity

Step #2 – Set aside dedicated time each day/week to engage in reflection

Step #3 – At the beginning of your daily self-reflection moments, ask yourself the following questions:

  • What challenges or setbacks did I face today or this week?
  • How did I respond to these challenges? Did I demonstrate resilience?
  • What strategies or coping mechanisms did I utilise to overcome obstacles?
  • Were there moments where I felt overwhelmed or lacked resilience? If so, why?
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Step #4 – Reflect on your responses and consider the following:

  • What patterns or themes do you notice in your reactions to adversity?
  • Are there specific areas where you excel in resilience? How can you leverage these strengths?
  • Are there areas where you struggle to maintain resilience? What steps can you take to improve in these areas?

Step #5 – Set actionable goals based on your reflections using SMART goals

Step #6 – Regularly review and update your resilience reflection journal to track your progress over time.

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Resilience in VET

In a VET institute, a team of educators faced an unexpected challenge. Due to budget cuts, the institute had to reduce staff numbers, increase workloads, and implement new teaching methodologies—all while maintaining high-quality education delivery. Among the educators affected were Maria, a seasoned instructor with over a decade of experience, and David, a relatively new teacher eager to make a positive impact.

Maria found herself in a difficult situation when she learned that her workload would significantly increase due to staff cuts. Despite feeling overwhelmed, she recognised the importance of maintaining her resilience for the sake of her students and colleagues. Maria took proactive steps to manage her stress and adapt to the changes:

  • She attended workshops on time management and stress reduction techniques to improve her coping skills.
  • Maria sought support from her colleagues, forming a peer support group where they could share experiences and strategies for managing workload.
  • Recognising the need for self-care, Maria prioritised regular exercise, mindfulness practices, and spending quality time with her family to recharge and stay resilient.
  • She embraced the opportunity to learn new teaching methodologies, attending training sessions and collaborating with colleagues to develop innovative lesson plans that aligned with the institute’s goals.
  • Despite the challenges, Maria remained dedicated to her students, providing them with the support and guidance they needed to succeed.

Case Study

David, a recent addition to the teaching staff, faced his own set of challenges as he adjusted to the new demands placed on him. Despite being relatively inexperienced, David demonstrated remarkable resilience and determination in overcoming obstacles:

  • He sought mentorship from senior educators like Sarah, who provided guidance and support as he navigated the challenges of the job.
  • David embraced a growth mindset, viewing setbacks as opportunities for learning and growth rather than failures.
  • Recognising the importance of adaptability, David attended professional development workshops to enhance his teaching skills and stay updated on industry trends.
  • He actively participated in collaborative projects with his colleagues, contributing fresh ideas and perspectives to the team.
  • Despite facing initial setbacks, David remained committed to his passion for teaching, finding fulfilment in the impact he made on his students’ lives.

Despite the initial challenges and uncertainties, Maria and David’s resilience led to positive outcomes for themselves and their students. By prioritising self-care, seeking support, and embracing change, they not only adapted to the new circumstances but also thrived in their roles as VET educators. 

 

Based on this case study, take some time to reflect using these questions:

  1. How do I currently prioritise self-care and manage stress in my role as a VET educator, and what adjustments can I make to enhance my resilience in challenging situations?
  2. In what ways do I seek support and collaborate with colleagues to navigate professional challenges and build a supportive network within my educational community?
  3. Reflecting on my response to change and adversity in the past, how can I cultivate a growth mindset and embrace opportunities for learning and development in my role as a VET educator?

Read this article!

Read this article!

Read this article!

Read this article!

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Assessment

Conclusion

  • Resilience is a skill that can be developed: Resilience is not an innate trait but rather a set of skills and behaviours that can be learned and strengthened over time. By practicing strategies such as seeking support, maintaining a positive mindset, and prioritising self-care, individuals can enhance their resilience and better navigate challenges and setbacks.
  • Resilience involves adaptation and growth: Resilient individuals can adapt to changing circumstances, learn from failures, and grow stronger in the process. Instead of viewing setbacks as insurmountable obstacles, they see them as opportunities for learning, development, and personal growth.
  • Building resilience requires self-awareness and self-care: Self-awareness is crucial for recognising one’s strengths, weaknesses, and emotional responses to stressors. By practicing self-care activities such as mindfulness, exercise, and seeking support from others, individuals can replenish their energy reserves, manage stress more effectively, and maintain their resilience in the face of adversity.

References

Additional Resources

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Project Number:2022-2-IE01-KA220-VET-000099488

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