Resilience development and trajectories of teachers from the French-speaking part of Switzerland

Abstract

This paper documents the resilience development of teachers from the French-speaking part of Switzerland in the context of burnout prevention. Implementing a multi-method combining narrative analysis and activity analysis gives a heuristic view of the phenomenon. It highlights resilience’s processual nature and identifies resilience strategies, protective factors and differences related to the participants’ seniority. Results also show the structuring and learning effect of self-assessment/reflection moments. This opens up perspectives for teachers’ training and support.