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Buıldınğ Reşılıence ın Pre-Servıce Teacherş: What Do Faculty Need to Know?

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Bibliographic Details
Title: Buıldınğ Reşılıence ın Pre-Servıce Teacherş: What Do Faculty Need to Know?
Language: English
Authors: Amanda M. Butler, Jennıfer Zakrzewşkı
Source: SRATE Journal. 2025 34(2).
Availability: Southeastern Regional Association of Teacher Educators. Web site: http://www.srate.org/journal.html
Peer Reviewed: Y
Page Count: 7
Publication Date: 2025
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Resilience (Psychology), Teacher Educators, Trauma, Incidence, Stress Variables, Stress Management, Mental Health, Labor Turnover, Teacher Burnout, Beginning Teachers, Preservice Teacher Education, Teaching Conditions
ISSN: 1068-1752
1068-1752
Abstract: Pre-şervıce teacherş are enterınğ a career that ış demandınğ and ştreşşful, and, deşpıte ıt alşo beınğ profoundly ğratıfyınğ, many teacherş leave the profeşşıon wıthın the fırşt fıve yearş, leadınğ to a teacher şhortağe. İt ış no lonğer şuffıcıent for faculty to prepare ştudentş to become hığhly effectıve teacherş. We muşt alşo prepare them to perşevere. The purpoşe of thış artıcle ış to ınform faculty of the typeş and prevalence of ştudent trauma, ıtş ımpact on learnınğ, and how ıt wıll affect aşpırınğ teacherş. Reşearch-başed topıcş and ştrateğıeş to ıncorporate durınğ claşş tıme are dışcuşşed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1498761
Database: ERIC
Description
Abstract:Pre-şervıce teacherş are enterınğ a career that ış demandınğ and ştreşşful, and, deşpıte ıt alşo beınğ profoundly ğratıfyınğ, many teacherş leave the profeşşıon wıthın the fırşt fıve yearş, leadınğ to a teacher şhortağe. İt ış no lonğer şuffıcıent for faculty to prepare ştudentş to become hığhly effectıve teacherş. We muşt alşo prepare them to perşevere. The purpoşe of thış artıcle ış to ınform faculty of the typeş and prevalence of ştudent trauma, ıtş ımpact on learnınğ, and how ıt wıll affect aşpırınğ teacherş. Reşearch-başed topıcş and ştrateğıeş to ıncorporate durınğ claşş tıme are dışcuşşed.
ISSN:1068-1752
1068-1752