A Framework of Conditions Supporting Early Career Teacher Resilience and Creativity

While generally treated as independent concepts, there is some commonality in the way in which the character traits of creative and resilient thinkers are described in the literature. For example, both are described as effective thinkers, innovators and problem-solvers (Benard, 2004; Craft, 2005; Galton, 2010; Weisberg, 2006). These traits, along with numerous others, indicate a relationship between resilience and creativity that may provide valuable insights for educators in preparing effective thinkers of the future. Existing research and literature in the fields of creativity and resilience is extensive. Only limited work has been unde1taken, however, in examining the interplay between the two areas in relation to shaping teacher practice. Examination of these relationships in the context of graduate teachers' enhy into the profession is likely to result in an enl1anced understanding of their beliefs about creativity and resilience, and the implications of these for their practice. Engagement with both the historical and contempora1y literature relating to creativity and resilience has guided and shaped the development of the study on which this chapter is based. One of the aims of tllis study is to explore the inter-play between creativity and resilience in relation to early career teacher (ECT) practice. In this chapter, one element that has influenced the present study-Jolmson et al. 's (20 12) recently developed framework of conditions supporting Early Career Teacher (ECT) resilience-is elaborated by overlaying the framework to view conditions that concunently supp01t ECT resilience and creativity.