Enhancing Teacher Resilience Through Collaborative Reflection and Revaluation of Teaching Philosophies

In today’s dynamic higher education landscape, the impact of beliefs, values, and practices related to teaching philosophies (TPs) among educational developers and academics has often been overlooked (Arroyo et al., 2015; Schӧnwetter et al., 2002). However, TPs play an increasingly vital role, especially in challenging times, bolstering the resilience of educators (Ruge et al., 2021).

To thrive in the ever-evolving higher education context, educational developers, educators, and administrators must cultivate awareness and mindfulness when navigating rapid changes and complex uncertainties (Sonnenfeld, 2015). This involves drawing upon both personal and shared values and beliefs to create value for themselves and others.

The content and experiences of an interactive workshop are informed by recent research on the value and impact of TPs, particularly within the context of the Society for Teaching and Learning in Higher Education (STLHE) and the Higher Education Research and Development Society of Australasia (HERDSA). These findings highlight that intentionally developing TPs enhances individual, collegial, and institutional capacity. Educators gain deeper engagement with

student learning, improved teaching quality, and more explicit dialogue about teaching excellence across institutions (Ruge et al., 2019).

This collaborative workshop provides educational developers, administrators, and academics with a reflective space to better understand and prepare for the future. By prioritizing teacher resilience, we equip ourselves to navigate the challenges ahead effectively.