Original scientific paper
https://doi.org/10.5559/di.00.0.00
Supporting Pre-Service Primary Teacher Well-Being and Resilience: Results from a Three-Wave Study in Initial Teacher Education
Tina Hascher
; University of Bern, Institute of Educational Science, Bern, Switzerland
*
Julia Mori
; University of Bern, Institute of Educational Science, Bern, Switzerland
Melanie G. Nouffer
; University of Bern, Institute of Educational Science, Bern, Switzerland
Isabelle Krummenacher
; University of Bern, Institute of Educational Science, Bern, Switzerland
Irene Guidon
; University of Bern, Institute of Educational Science, Bern, Switzerland
Anna Pavlova
; University of Bern, Institute of Educational Science, Bern, Switzerland
* Corresponding author.
Abstract
Our aim was to explore how pre-service teachers' studyrelated
exhaustion and resilience developed over one
semester and how these developments were associated with
engagement with resilience-related topics. We compared two
subgroups of a full cohort of second-year pre-service primary
teachers at the University of Teacher Education in Bern.
While n = 101 completed regular coursework, n = 154
used an online platform integrated into regular coursework.
Complete data across three timepoints (before the course;
immediately after the course; 12-week follow-up) were
available for n = 36 (coursework 12-week) and n = 45
(platform users). A repeated-measures one-way multivariate
analysis of variance (MANOVA) showed a significant
increase in pre-service teachers' levels of exhaustion during
the semester (t1-t2) in both subgroups. At follow-up (t3),
platform users reported significantly lower exhaustion and
higher resilience than the coursework-only subgroup. Our
study contributes to the body of empirical research aiming to
understand the potential of digitally supported learning
environments in teacher education.
Keywords
emotional exhaustion; resilience; well-being; preservice teachers; initial teacher education
Hrčak ID:
351007
URI
Publication date:
13.9.2026.
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