What data did we collect?

We collected data via focus groups conducted in the week prior to the preservice teachers commencing professional experience in schools. In the focus groups, the preservice teachers defined resilience and identified why resilience is an important aspect of teaching. Following this, we presented the preservice teachers with three scenarios drawn from our previous research into resilience^[1]. The preservice teachers were asked to nominate the one scenario that resonated most with them.  The chosen scenario provided the prompt for further discussion about how the preservice teachers would respond to the situation and to identify the resources they would draw upon in responding to the situation. 

1. ^Crosswell, L. & Beutel, D.  (2017) 21st century teachers: how non-traditional pre-service teachers navigate their initial experiences of contemporary classrooms. Asia-Pacific Journal of Teacher Education.   http://dx.doi.org/10.1080/1359866X.2017.1312281