Teacher education research has recognised the importance of teacher resilience. However, the development of language teacher-researchers resilience remains in its early stages. To address this gap, this study adopted a qualitative approach to explore the resilience development of two Chinese secondary school English teacher-researchers and its contributing factors. Data from interviews and case documents indicated that teacher-researchers resilience was dynamic and developed over time. Two different patterns of resilience development were identified: low-to-high and W-shaped recovery. Furthermore, individual and environmental factors and their interactions jointly contributed to the resilience development of the two secondary school English teacher-researchers. Their participation in classroom research provided them with diverse ways to sustain their resilience. The implications for teacher development are offered to teachers in China and other similar contexts.
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Gu et al. (2024) studied this question.
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