Project Title

Fostering Resilience and Teacher Efficacy through Teacher Identity Formation and Exploration Project

Introduction

This study investigates how teacher identity exploration and formation can foster resilience and efficacy among pre-service teachers in Singapore, particularly in preparation for teaching Character and Citizenship Education (CCE). Framed by the Dynamic Systems Model of Role Identity (DSMRI), the study conceptualises teacher identity as a dynamic, context-sensitive system shaped by beliefs, goals, and self-perceptions that influence coping and motivation. The project adopts a mixed-methods design, combining surveys and qualitative reflections from PGDE pre-service teachers to identify how identity configurations and pedagogical scaffolds support adaptive coping and reflective practice. Findings will inform the design of teacher education programmes and professional learning to strengthen teacher well‑being, efficacy, and agency. <...