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Journal of Education for Teaching
International research and pedagogy
Volume 41, 2015 - Issue 3
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Articles

In-service teacher training to provide psychosocial support and care in high-risk and high-need schools: school-based intervention partnerships

Liesel EbersöhnFaculty of Education, Department of Educational Psychology, University of Pretoria, Pretoria, South AfricaView further author information
,
Tilda LootsFaculty of Education, Department of Educational Psychology, University of Pretoria, Pretoria, South AfricaCorrespondence[email protected]
View further author information
,
Irma EloffFaculty of Education, Department of Educational Psychology, University of Pretoria, Pretoria, South AfricaView further author information
&
Ronél FerreiraFaculty of Education, Department of Educational Psychology, University of Pretoria, Pretoria, South AfricaView further author information
Pages 267-284 | Published online: 19 May 2015

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May M. H. Cheng, Sylvia Y. F. Tang, Angel K. Y. Wong & Fang-Yin Yeh. (2023) How early career teachers overcome everyday work-related challenges: an analysis from the perspective of teacher buoyancy. Journal of Education for Teaching 49:5, pages 753-767.
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Kayleigh Kangas-Dick & Emily O’Shaughnessy. (2020) Interventions that promote resilience among teachers: A systematic review of the literature. International Journal of School & Educational Psychology 8:2, pages 131-146.
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Frederik Brainin, Klara Merrild, Vivian Rueskov & Morten Skovdal. (2020) ‘You need to know in order to help’: how HIV-related stigma obstructs pastoral care in Kenyan primary schools. Vulnerable Children and Youth Studies 15:2, pages 171-178.
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Ignatius Harjanto, Anita Lie, Diah Wihardini, Laura Pryor & Mark Wilson. (2018) Community-based teacher professional development in remote areas in Indonesia. Journal of Education for Teaching 44:2, pages 212-231.
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Peter Gilroy. (2016) Editorial. Journal of Education for Teaching 42:4, pages 373-373.
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Articles from other publishers (17)

Melanie Moen, Hai Thi Thanh Pham, Mohd Ali Samsudin & Tiew Chia Chun. (2024) Measuring South African novice teacher resilience in coping with teaching challenges: a Rasch model framework. Journal of Research in Innovative Teaching & Learning.
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Otto Berman Sihite, Poltak Sinaga, Dylmoon Hidayat & Rosdiana Sijabat. (2024) Examining the Effect of Innovative Behavior, and the Role of Contingency Plan on HEI's Effective Teaching. Revista de Gestão Social e Ambiental 18:5, pages e05178.
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Lerato Pamela Mahwai & Eleanor Ross. (2023) Life orientation teachers’ experiences of providing psychosocial support to high school learners in the Johannesburg West district. South African Journal of Education 43:4, pages 1-10.
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Monica Bandeira, Marien A. Graham & Liesel Ebersöhn. (2023) The significance of feeling safe for resilience of adolescents in sub-Saharan Africa. Frontiers in Psychology 14.
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Mohd Ziaul Haq Rafaqi. 2023. Digital Transformation in Education: Emerging Markets and Opportunities. Digital Transformation in Education: Emerging Markets and Opportunities 155 172 .
Alfonso J. Gil, Mara Mataveli & Jorge L. Garcia-Alcaraz. (2021) Towards an analysis of the transfer of training: empirical evidence from schools in Spain. European Journal of Training and Development 46:5/6, pages 652-666.
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Karen Cochrane, Lian Loke, Matthew Leete, Andrew Campbell & Naseem Ahmadpour. (2021) Understanding the First Person Experience of Walking Mindfulness Meditation Facilitated by EEG Modulated Interactive Soundscape. Understanding the First Person Experience of Walking Mindfulness Meditation Facilitated by EEG Modulated Interactive Soundscape.
Joseph M. Zulu, Ecloss Munsaka, Emeka Okonji, Carmel Gaillard, Kelvin Ngoma, Mukuka Mwamba & Lynette Mudekunye. (2020) Integrating Psychosocial Support for Children in the Education Sector in Zambia: Lessons from the Programme Implementation Process. Community Mental Health Journal 56:7, pages 1215-1224.
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Rocío García-Carrión, Maria Padrós Cuxart, Pilar Alvarez & Ainhoa Flecha. (2020) Teacher Induction in Schools as Learning Communities: Successful Pathways to Teachers’ Professional Development in a Diverse School Serving Students Living in Poverty. Sustainability 12:17, pages 7146.
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Ni Zhang, Qingtang Liu, Jiaojiao Zhu, Qiyun Wang & Kui Xie. (2019) Analysis of Temporal Characteristics of Collaborative Knowledge Construction in Teacher Workshops. Technology, Knowledge and Learning 25:2, pages 323-336.
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Margaret Roper, Leticia Taimo, Jennifer L. Bisgard & Katharine Tjasink. (2020) Validating an evaluation school functionality tool. African Evaluation Journal 8:1.
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Luísa Fernandes, Francisco Peixoto, Maria João Gouveia, José Castro Silva & Marold Wosnitza. (2019) Fostering teachers’ resilience and well-being through professional learning: effects from a training programme. The Australian Educational Researcher 46:4, pages 681-698.
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Md Nazirul Islam Sarker, Min Wu, Qian Cao, GM Monirul Alam & Dan Li. (2019) Leveraging Digital Technology for Better Learning and Education: A Systematic Literature Review. International Journal of Information and Education Technology 9:7, pages 453-461.
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Caroline F. Mansfield, Liesel Ebersöhn, Susan Beltman & Tilda Loots. 2018. Resilience in Education. Resilience in Education 53 71 .
Linda C. Theron. 2018. Resilience in Education. Resilience in Education 203 217 .
N. Madjar, S. Ben Shabat, R. Elia, N. Fellner, M. Rehavi, S.E. Rubin, N. Segal & G. Shoval. (2017) Non-suicidal self-injury within the school context: Multilevel analysis of teachers’ support and peer climate. European Psychiatry 41:1, pages 95-101.
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Christopher Day & Ji Hong. (2016) Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: Challenges of living on the edge. Teaching and Teacher Education 59, pages 115-125.
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