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Dergiler / Journal of Teacher Education and Educators / 2026 / Volume: 15 Issue: 2

Enhancing Dutch Pre-Service Teachers’ Resilience and Positive Well-Being

Lisa Kiltz(University of Groningen)0000-0003-3026-8203
Marjon Fokkens-Bruinsma(University of Groningen)0000-0001-7551-6843
Esmee Kamp-Bolks(University of Groningen)0009-0008-5201-8575
Marieke Pillen(Hogeschool Katholieke Pabo Zwolle)0009-0001-3724-6376
Sayfa
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Yayın Tarihi
2026-08-31
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

In summary, the findings suggest that by increasing awareness of the importance of well-being and resilience, fostering reflective and resilient mindsets, and creating supportive learning communities, teacher education programs can better equip pre-service teachers and educators to thrive, even in challenging situations.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:By studying seven Dutch teacher education initiatives, developed during the COVID-19 pandemic to promote pre-service teachers’ well-being and resilience, the current research aims to specify which designs and mechanisms might be most useful.
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Temel Bulgular & Veri:The results of semi-structured interviews with 41 stakeholders, including pre-service teachers, staff, and policy experts, reveal key differences in the widely varying initiatives, including whether they pursue well-being and resilience goals directly or indirectly, which groups they target, and their content.
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Sonuç & Katkı:In summary, the findings suggest that by increasing awareness of the importance of well-being and resilience, fostering reflective and resilient mindsets, and creating supportive learning communities, teacher education programs can better equip pre-service teachers and educators to thrive, even in challenging situations.
🔬Tür:Research Article
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:resilience · well-being · pre-service teachers

Abstract

By studying seven Dutch teacher education initiatives, developed during the COVID-19 pandemic to promote pre-service teachers’ well-being and resilience, the current research aims to specify which designs and mechanisms might be most useful. The results of semi-structured interviews with 41 stakeholders, including pre-service teachers, staff, and policy experts, reveal key differences in the widely varying initiatives, including whether they pursue well-being and resilience goals directly or indirectly, which groups they target, and their content. Four design elements emerge as critical: designing innovative education, embedding initiatives in theory and practice, clear communication, and the professionalization of teacher educators. The mechanisms that facilitate well-being and resilience outcomes reflect three overarching themes: beliefs about well-being and resilience (e.g. roles and responsibility), collaborative learning communities (e.g. importance of social networks), and reflective and resilient mindsets (e.g. creating opportunities for reflection). In summary, the findings suggest that by increasing awareness of the importance of well-being and resilience, fostering reflective and resilient mindsets, and creating supportive learning communities, teacher education programs can better equip pre-service teachers and educators to thrive, even in challenging situations.

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Bu Makaleye Atıf Yap

Kiltz, L., Fokkens-Bruinsma, M., Kamp-Bolks, E., Pillen, M. (2026). Enhancing Dutch Pre-Service Teachers’ Resilience and Positive Well-Being. Journal of Teacher Education and Educators, Volume: 15 Issue: 2. https://ajindex.com/articles/1514029

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