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Inspiring Schools’ Resilience Through Communities of Practice

Gisselle Tur Porres Orcid Logo, Washington Ires Correa

Palgrave Studies on Leadership and Learning in Teacher Education, Volume: Palgrave Studies on Leadership and Learning in Teacher Education, Pages: 177 - 191

Swansea University Author: Gisselle Tur Porres Orcid Logo

  • Accepted Manuscript under embargo until: 20th October 2026

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DOI (Published version): 10.1007/978-3-031-93961-7_9

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: Palgrave Studies on Leadership and Learning in Teacher Education
ISBN: 9783031939600 9783031939617
ISSN: 2524-7069 2524-7077
Published: Cham Springer Nature Switzerland 2025
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URI: https://cronfa.swan.ac.uk/Record/cronfa70910
first_indexed 2025-11-15T11:06:10Z
last_indexed 2026-01-16T05:32:41Z
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spelling 2026-01-15T12:22:27.8702251 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 Palgrave Studies on Leadership and Learning in Teacher Education Palgrave Studies on Leadership and Learning in Teacher Education 177 191 Springer Nature Switzerland Cham 9783031939600 9783031939617 2524-7069 2524-7077 Community of practice, Education, Resilience, Schools, Well-being 20 10 2025 2025-10-20 10.1007/978-3-031-93961-7_9 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 2026-01-15T12:22:27.8702251 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 2 Under embargo Under embargo 2026-01-15T12:20:15.5503295 Output 379502 application/pdf Accepted Manuscript true 2026-10-20T00:00:00.0000000 true eng
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 Palgrave Studies on Leadership and Learning in Teacher Education
container_volume Palgrave Studies on Leadership and Learning in Teacher Education
container_start_page 177
publishDate 2025
institution Swansea University
isbn 9783031939600
9783031939617
issn 2524-7069
2524-7077
doi_str_mv 10.1007/978-3-031-93961-7_9
publisher Springer Nature Switzerland
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
document_store_str 0
active_str 0
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 2025-10-20T05:34:04Z
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score 11.096068

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