ABSTRACT
This chapter explores the relationship between resilience and reflection for teachers in the further education and skills sector and thus encourages a contemplative approach for dealing with a problematic situation. Reflection, particularly when conducted through an established reflective model, acts as a systematic enquiry for teachers to understand and analyse how they function through stressful encounters. The chapter also argues that the greater self-awareness that can be gleaned from reflection is a powerful tool for challenging unrealistic workload pressures and is thus a key constituent of resilience. Reflection is noted as an analytical tool that uses self-exploration to stimulate intellectual growth and pedagogical development. It can influence an individual’s outlook by utilising their professional experiences to challenge their assumptions and thus take control of a situation. The chapter also promotes opportunities for teachers to engage in co-reflection, wherein ideas can be subject to a robust interrogation and resilience and strength of character can be collaboratively built.
