The “more is better” fallacy in pre-service teacher training: a positive psychology perspective on the resilience-building process and job satisfaction

The transition from academic training to practical teaching is a highly demanding phase that is critical to the psychological resilience and long-term well-being of pre-service early childhood educators. While positive psychology emphasizes the interplay between individual agency and contextual support in fostering adaptation, the specific occupational factors associated with pre-service teachers’ resilience remain underexplored. Drawing upon the motivational pathway of the Job Demands-Resources