In research conducted by Le Cornu (2009), she examined the role that professional experiences (internship) can play in building resilience in teachers in training. In particular, he focused on a professional experience model of learning communities with an emphasis on relationships and paying particular attention to the complex and dynamic interactions between individuals and student teaching contexts . Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay. She concluded that the learning communities work experience model has the potential to contribute to the development of resilience in pre-service teachers and it does so by providing opportunities. for them to participate in a wide variety of collegial relationships, including reciprocal learning relationships with their peers, which are underpinned by notions of mutuality, empowerment and the development of courage. Castro, Kelly, and Shih (2010) studied resilience strategies exhibited by fifteen beginning teachers hired in high-needs areas, such as urban and rural settings and special education. The results of this study revealed that teachers used a variety of strategies, including problem-solving, help-seeking, managing difficult relationships, and seeking rejuvenation or renewal. Using these strategies, novice teachers were helped to obtain additional support and resources; however, the responsibility for success and obtaining additional resources fell on the teachers themselves. Additionally, researchers in this study revealed that resilient teachers demonstrated agency in the process of overcoming adversity. In another study, Clarke (1995) examined the applicability of Donald Schön's notion of reflective practice to teacher development in the context of internships for preservice teachers. The research was guided by three questions: What prompts reflection? What do future teachers think about? and What factors encourage or constrain reflection? A detailed framework of case studies of four science students during a 13-week internship was defined. Fifteen themes of reflection were reported across the four cases, and it was possible to identify up to four triggers for each theme. In total, 47 factors were reported as promoting or limiting reflection. He suggested four strategies for improving preservice teachers' reflection and two refinements of Schön's conception of reflective practice for use in a practicum setting. Keep in mind: this is just a sample. Get a personalized article from our expert writers now. Get a Custom Essay In a study by Kayapanar (2016), he proposed a new model of reflective development of EFL practitioners for a continuous program based on the principles of reflection, and also measured reflective and self-development teacher effectiveness. Focused on promoting practitioners' reflective skills, this model emphasizes building self-efficacy. The proposed model was evaluated by collecting quantitative and qualitative data. The results suggest that the model would be effective for educators because it facilitates and improves teachers' thinking skills and overall self-efficacy..