Academic challenges and coping strategies in initial teacher education: a systematic literature review
DOI:
https://doi.org/10.1590/S1678-4634202652292890porKeywords:
Academic stressors, Coping strategies, Initial teacher education, Self-regulated learning, Literature reviewAbstract
This study aimed to conduct a systematic review of the literature on research that has investigated the academic challenges and coping strategies experienced by students enrolled in teacher education programs. It also analyzed the relationship between these variables and the psychological dimensions of the multidimensional model of self- regulated learning (motive, method, time, behavior, and physical and social environment). A search was carried out across seven databases, following the guidelines of the PRISMA statement. Based on the established criteria, 16 articles were included: 12 international studies involving pre-service teachers and four Brazilian studies involving pre-service teachers and bachelor’s degree students. The main academic challenges identified in the reviewed studies were related to time management, financial difficulties, internship activities, emotional and psychological stress, institutional challenges, teacher-student and peer relationships, cultural and social expectations, professional identity development, and adaptation to new teaching methods and technologies. Both adaptive and maladaptive coping strategies were reported, revealing the complexity of students’ experiences in the face of academic adversity. Some articles addressed self-regulated learning variables, such as self-efficacy and learning strategies, relating them to academic challenges and coping strategies. However, no study analyzed academic challenges and coping strategies in relation to all six psychological dimensions of self-regulated learning. This article examines this relationship, discusses its plausibility and underscores the need for further research-especially in Brazil-to support initiatives aimed at fostering the development of teachers who are more strategic and better equipped to deal with academic challenges and demands of the future teaching profession.
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