שימוש בסימולציות מבוססות צוות לטיפוח חוסן בקרב מורים: עבודת היועץ החינוכי בבית הספר

This article presents a unique study conducted using a school-based action research methodology, aimed at fostering teachers’ professional resilience through team-based simulations. The study involved 20 teachers. The primary data collection tools included simulation scenarios, participants’ reflections (n=20), and group discussions. Data were analyzed using a thematic–categorical approach (Marshall & Rossman, 2016), with triangulation across multiple data sources (Paulus et al., 2017). The findings revealed critical incidents occurring in teachers’ professional practice, highlighting challenges arising from interactions with parents, students, and colleagues, alongside the workload associated with pedagogical and organizational tasks. The simulations were found to contribute particularly to the development of 12 resilience-related skills among teachers, categorized into four core dimensions: emotional, social, motivational, and professional (Mansfield et al., 2012). In addition, the learning processes strengthened an organizational culture that promotes professional resilience. This study underscores the potential of team-based simulations for resilience development, positioning teachers as designers and agents of learning, and emphasizing the essential role of educational counselors in advancing resilience building processes among teachers.