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Exploring Practical Strategies for Building Resilience in Pre-Service Teachers

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Bibliographic Details
Title: Exploring Practical Strategies for Building Resilience in Pre-Service Teachers
Language: English
Authors: Holly Heshmati, Li Lin
Source: Teacher Education Advancement Network Journal. 2025 16(1):37-49.
Availability: University of Cumbria. LED Research Centre, Fusehill Street, Carlisle, Cumbria, England CA1 2HH. Tel: +44-1228-616338; Web site: https://ojs.cumbria.ac.uk/index.php/TEAN
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Secondary Education
Descriptors: Preservice Teacher Education, Preservice Teachers, Resilience (Psychology), Mathematics Teachers, Teacher Persistence, Barriers, Secondary School Teachers, Social Support Groups, Interpersonal Relationship, Networks, Social Influences, Coping
ISSN: 2054-5266
Abstract: This paper examines the critical role of resilience for pre-service teachers by exploring effective strategies for its development. It contributes to understanding the importance of resilience for new teachers to overcome daily challenges and navigate the ever-evolving demands of the teaching profession. Teacher resilience is the outcome of interactions between challenges and protective resources in a process involving teachers employing practical strategies to develop motivational, professional, emotional, social, and physical resilience. In this paper, we focus specifically on the development of social resilience. Our findings from interviews with 25 pre-service mathematics teachers participating in this research reveal that, despite the existence of some anti-resilient thinking, most participants attributed their experience of resilience to support from the context and the community surrounding them.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1484000
Database: ERIC
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  Data: Exploring Practical Strategies for Building Resilience in Pre-Service Teachers
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  Data: <searchLink fieldCode="AR" term="%22Holly+Heshmati%22">Holly Heshmati</searchLink><br /><searchLink fieldCode="AR" term="%22Li+Lin%22">Li Lin</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teacher+Education+Advancement+Network+Journal%22"><i>Teacher Education Advancement Network Journal</i></searchLink>. 2025 16(1):37-49.
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  Data: University of Cumbria. LED Research Centre, Fusehill Street, Carlisle, Cumbria, England CA1 2HH. Tel: +44-1228-616338; Web site: https://ojs.cumbria.ac.uk/index.php/TEAN
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  Data: This paper examines the critical role of resilience for pre-service teachers by exploring effective strategies for its development. It contributes to understanding the importance of resilience for new teachers to overcome daily challenges and navigate the ever-evolving demands of the teaching profession. Teacher resilience is the outcome of interactions between challenges and protective resources in a process involving teachers employing practical strategies to develop motivational, professional, emotional, social, and physical resilience. In this paper, we focus specifically on the development of social resilience. Our findings from interviews with 25 pre-service mathematics teachers participating in this research reveal that, despite the existence of some anti-resilient thinking, most participants attributed their experience of resilience to support from the context and the community surrounding them.
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        StartPage: 37
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      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Preservice Teachers
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      – SubjectFull: Resilience (Psychology)
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      – SubjectFull: Mathematics Teachers
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      – SubjectFull: Teacher Persistence
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      – SubjectFull: Barriers
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Coping
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