In research by Le Cornu (2009), he examined the role that professional experiences (practicum) can play in building resilience in pre-service teachers. In particular, he focused on a learning community model of professional experience with its emphasis on relationships and its attention to complex and dynamic interactions between individuals and student teaching contexts. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essayConcluded that the learning communities professional experience model has the potential to contribute to the development of resilience in student teachers and does so by providing opportunities to enable them to participate in a wide variety of collegial relationships, including relationships of mutual learning with peers, which are supported by the notions of reciprocity, empowerment and development of courage. Castro, Kelly, and Shih (2010) studied the resilience strategies exhibited by fifteen novice teachers hired in high-need areas, such as urban and rural settings and in special education. The results of this study revealed that teachers used a variety of strategies, including problem solving, seeking help, managing difficult relationships, and seeking rejuvenation or renewal. Using these strategies, novice teachers were assisted in creating additional supports and resources; however, the burden of success and securing additional resources fell on the teachers themselves. Furthermore, 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 in teacher development in practice settings for student teachers. The research was guided by three questions: What stimulates reflection? What do trainee teachers reflect on? and what factors stimulate or limit reflection? A detailed case study framework was established on four student science teachers in a 13-week placement. Fifteen reflective themes were reported across the four cases and up to four precipitating factors could be identified for each theme. In all, 47 factors were reported that improved or limited reflection. He suggested four strategies for improving student and teacher reflection and two refinements to Schön's conception of reflective practice for use in practical contexts. Please note: this is just an example. Get a custom paper from our expert writers now. Get a Custom Essay In a study by Kayapinar (2016), he proposed a new EFL reflective practitioner development model for an in-service program based on the principles of reflection and also measured teachers' reflective and self-efficacy development. By focusing on promoting professionals' reflective skills, this model emphasizes building self-efficacy. The suggested model was evaluated by collecting quantitative and qualitative data. The findings suggest that the model would be effective for educators to use as it facilitates and improves teachers' reflection skills and their overall self-efficacy.