ABSTRACT
This chapter explores resilience and the precarity of the identity dissonance of student teachers in further education as they transition into the profession. It suggests that the high-intensity impact of teacher training, along with the necessity to navigate dichotomous roles, results in student teachers needing to differentiate between teaching and studying pressures as they grow to understand the wider role of teaching. The chapter argues that these demands are indicative of teacher training and that knowledge of how they manifest is a crucial component of resilience-building. The chapter also outlines the importance of attitude and the use of personal and professional experiences to develop resilience.
