Retaining teachers in the early stages of the profession is a major issue of concern in many countries. Teacher resilience is a relatively recent area of investigation which provides a way of understanding what enables teachers to persist in the face of challenges and offers a complementary perspective to studies of stress, burnout and attrition. We have known for many years that teaching can be stressful, particularly for new teachers, but little appears to have changed. This paper reviews recent empirical studies related to the resilience of early career teachers. Resilience is shown to be the outcome of a dynamic relationship between individual risk and protective factors. Individual attributes such as altruistic motives and high self-efficacy are key individual protective factors. Contextual challenges or risk factors and contextual supports or protective factors can come from sources such as school administration, colleagues, and pupils. Challenges for the future are to refine conceptualisations of teacher resilience and to develop and examine interventions in multiple contexts. There are many opportunities for those who prepare, employ and work with prospective and new teachers to reduce risk factors and enhance protective factors and so enable new teachers to thrive, not just survive.

This paper proposes a framework for building resilience in teacher education. The framework is informed by a focused review of relevant literature to determine factors that may be addressed in teacher education to support teacher resilience and ways in which this may occur. Findings show that personal and contextual resources along with use of particular strategies all contribute to resilience outcomes and that many of these can be developed in teacher education. Using these findings, a comprehensive resilience framework is proposed with five overarching themes -understanding resilience, relationships, wellbeing, motivation and emotions. Implementation possibilities are discussed.

(profession-related, emotional, motivational and social) are suggested and the aspects within these dimensions are described. Some implications of this view of teacher resilience for preservice teacher education and future research are discussed.

Early career teachers face a range of challenges in their first years of teaching and how these challenges are managed has career implications. Based on current literature, this paper presents a model of early career teacher resilience where resilience is seen as a process located at the interface of personal and contextual challenges and resources. Through a semi-structured interview the challenges faced by thirteen Australian early career teachers and the resources available to manage these challenges are examined. Findings show that beginning teachers experience multiple, varied and ongoing challenges and that personal and contextual resources are both important in sustaining them through the beginning year(s) of their teaching careers. The study emphasises the critical roles played by family and friends and the importance of relationships in the resilience process. Implications for future research and teacher education are discussed.

Extensive research has shown the benefits of mentoring, including peer mentoring, for higher education students, especially in their first year. However, few studies have focussed exclusively on the outcomes for the mentors themselves. This paper reports the findings of data gathered over three years about a university-wide peer mentoring program. Benefits identified by 858 mentors were coded inductively and four major categories emerged: altruistic, cognitive, social and personal growth. The findings have implications for the promotion of mentor programs to administrators and to prospective mentors. The study provides evidence that university-wide peer mentoring programs offer multiple positive outcomes for the mentors involved, and potentially for higher education institutions administering and supporting such programs.

Teacher resilience is associated with positive student outcomes and plays an important role in teacher retention and wellbeing. School ecologies can enable the resilience of teachers, with prior research illustrating the importance of supportive colleagues, strong leadership, and positive school culture. There is limited research, however, exploring the role of school psychologists in supporting or enabling teacher resilience. Using data from experienced Australian school psychologists and teachers, this exploratory qualitative study examines the role of school psychologists in enabling teacher resilience. Findings show that school psychologists directly and indirectly support teacher resilience, although teachers perceive school psychologists' main role to work with individual students. Issues pertaining to variations in access and particular roles of school psychologists are discussed. Although further research is needed to clarify and promote the role of school psychologists, this study points to them potentially playing an important role in school ecologies that enable teacher resilience.

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Viewing teacher motivation from a goal content perspective, this paper examines graduating and early career teachers' professional goals.Responses to an open-ended survey question by 332 graduating teacher education students and 162 early career teachers were analysed through a collaborative, inductive-deductive process. Participants nominated eighteen types of professional goals which were categorised as overarching personal, situated and career goals. Cohort differences reveal some statistically significant goal emphases at the graduating and early career stages. A framework is developed, Beginning Teachers' Professional Goals, which has potential future use for examining teachers' goals at particular career stages and contributing to our understanding of teacher motivation.