Inspiring Schools’ Resilience Through Communities of Practice

Porres, Gisselle Tur; Correa, Washington Ires

doi:https://doi.org/10.1007/978-3-031-93961-7

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Inspiring Schools’ Resilience Through Communities of Practice

Gisselle Tur Porres

, Washington Ires Correa

Teacher and School Resilience in an Era of Uncertainty, Volume: Palgrave Studies on Leadership and Learning in Teacher Education, Pages: 177 - 192

Swansea University Author: Gisselle Tur Porres

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DOI (Published version): https://doi.org/10.1007/978-3-031-93961-7

Abstract

This chapter suggests creating schools’ resilience through a holistic support model to build and sustain resilience practices. Thus, it introduces resilience and communities of practice as a conceptual framework. It then discusses how schools can implement communities of practice, through which scho...

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Published in:	Teacher and School Resilience in an Era of Uncertainty
ISBN:	ISBN 978-3-031-93960-0 978-3-031-93961-7
ISSN:	2524-7069 2524-7077
Published:	Switzerland AG 2025 Palgrave Macmillan. Springer Nature 2025
Online Access:	Check full text
URI:	https://cronfa.swan.ac.uk/Record/cronfa70910

first_indexed	2025-11-15T11:06:10Z
last_indexed	2025-11-16T05:37:41Z
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spelling	2025-11-15T11:07:44.4876444 v2 70910 2025-11-15 Inspiring Schools’ Resilience Through Communities of Practice 886cae437b38b635811092ecb7adb4b4 0000-0003-1494-0549 Gisselle Tur Porres Gisselle Tur Porres true false 2025-11-15 SOSS This chapter suggests creating schools’ resilience through a holistic support model to build and sustain resilience practices. Thus, it introduces resilience and communities of practice as a conceptual framework. It then discusses how schools can implement communities of practice, through which schools’ resilience may be developed. It is common to understand resilience from individual practices, for example, in a school context it is often related to the capacity of becoming resilient individuals, that is, resilient students and teachers. However, this chapter proposes a shift from thinking resilience as an individual process to thrusting the idea of creating communities’ resilience, and more in particular, to develop schools’ resilience through the creation of communities of practice. Accordingly, it explores the development of resilient capacities to cope with conditions of uncertainty and crisis within a school community context. In doing so, first, it focuses on the creation of communities of practice with school educational actors, that is, principals, teachers, students, and families. Second, it advises a holistic support model to develop resilient capacities for the well-being of the school community. In this light, it offers strategies for the development of communities of practice at school, to build capacities and to develop schools’ resilience. Last, it discusses about some opportunities and limitations of creating schools’ resilience. Book chapter Teacher and School Resilience in an Era of Uncertainty Palgrave Studies on Leadership and Learning in Teacher Education 177 192 Palgrave Macmillan. Springer Nature Switzerland AG 2025 ISBN 978-3-031-93960-0 978-3-031-93961-7 2524-7069 2524-7077 Community of practice, Education, Resilience, Schools, Well-being 25 10 2025 2025-10-25 https://doi.org/10.1007/978-3-031-93961-7 Teacher and School Resilience in an Era of Uncertainty presents original research and research-informed writing relating to teachers' and leaders' work. Adopts a comprehensive definition of teacher education including pre-service, induction and continuing development. Includes the dimensions of practice, policy, research and university-school partnerships. COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University Not Required 2025-11-15T11:07:44.4876444 2025-11-15T10:42:05.2265617 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Gisselle Tur Porres 0000-0003-1494-0549 1 Washington Ires Correa https://orcid.org/0000-0002-8823-5546 2
title	Inspiring Schools’ Resilience Through Communities of Practice
spellingShingle	Inspiring Schools’ Resilience Through Communities of Practice Gisselle Tur Porres
title_short	Inspiring Schools’ Resilience Through Communities of Practice
title_full	Inspiring Schools’ Resilience Through Communities of Practice
title_fullStr	Inspiring Schools’ Resilience Through Communities of Practice
title_full_unstemmed	Inspiring Schools’ Resilience Through Communities of Practice
title_sort	Inspiring Schools’ Resilience Through Communities of Practice
author_id_str_mv	886cae437b38b635811092ecb7adb4b4
author_id_fullname_str_mv	886cae437b38b635811092ecb7adb4b4_***_Gisselle Tur Porres
author	Gisselle Tur Porres
author2	Gisselle Tur Porres Washington Ires Correa
format	Book chapter
container_title	Teacher and School Resilience in an Era of Uncertainty
container_volume	Palgrave Studies on Leadership and Learning in Teacher Education
container_start_page	177
publishDate	2025
institution	Swansea University
isbn	ISBN 978-3-031-93960-0 978-3-031-93961-7
issn	2524-7069 2524-7077
doi_str_mv	https://doi.org/10.1007/978-3-031-93961-7
publisher	Palgrave Macmillan. Springer Nature
college_str	Faculty of Humanities and Social Sciences
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hierarchy_top_title	Faculty of Humanities and Social Sciences
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department_str	School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
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description	This chapter suggests creating schools’ resilience through a holistic support model to build and sustain resilience practices. Thus, it introduces resilience and communities of practice as a conceptual framework. It then discusses how schools can implement communities of practice, through which schools’ resilience may be developed. It is common to understand resilience from individual practices, for example, in a school context it is often related to the capacity of becoming resilient individuals, that is, resilient students and teachers. However, this chapter proposes a shift from thinking resilience as an individual process to thrusting the idea of creating communities’ resilience, and more in particular, to develop schools’ resilience through the creation of communities of practice. Accordingly, it explores the development of resilient capacities to cope with conditions of uncertainty and crisis within a school community context. In doing so, first, it focuses on the creation of communities of practice with school educational actors, that is, principals, teachers, students, and families. Second, it advises a holistic support model to develop resilient capacities for the well-being of the school community. In this light, it offers strategies for the development of communities of practice at school, to build capacities and to develop schools’ resilience. Last, it discusses about some opportunities and limitations of creating schools’ resilience.
published_date	2025-10-25T05:28:28Z
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Inspiring Schools’ Resilience Through Communities of Practice

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