Making Sense of Teacher Resilience Change from a Sensemaking Perspective: A Chinese Case

This study explores resilience changes among twenty experienced rural Chinese teachers from a sensemaking perspective. Using qualitative interviews, reflective logs, and artifacts, it identifies four resilience paths: challenger, keeper, reviver, and survivor. Findings show teachers’ perceptions of dilemmas and resources shaped their resilience trajectories, highlighting its dynamic, context-dependent nature. The research underscores the interplay between individual agency and environmental factors, offering insights for supporting teachers in challenging contexts. It contributes to understanding resilience, developmental, and contextual dimensions.