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Resilience is a concept that is considered very important in different fields, but it is especially important in psychology and education. It is defined as the ability which helps in adapt to different situations and circumstances in a positive way, such as stress, challenges, etc. (APA, 2014). It is based on the collective struggle by considering both environmental and personal factors. Resilience is not only important for individual level development, but it is also considered very important for teaching professions because of its great importance for the well-being of students as well as teachers (Mansfield et al., 2012). Therefore, this essay is based on the evaluation and exploration of the challenges that are faced by teachers in the early years, such as workload and stress, relationship building with students, and the well-being of students and teachers. The purpose of this essay is to demonstrate how BRiTE modules are developed to help such teachers cope with these challenges by inculcating resilient traits in them.

Pre-service teachers encounter multiple challenges in their journey to becoming effective educators, and these challenges are not limited to personal attributes, but they also consider the educational landscape and the evolving needs of the students. It cannot be ignored that the demands of lesson planning, classroom management, and adapting to diverse student needs are overwhelming, and the stress associated with these responsibilities leads to burnout when it is not managed effectively (Resilience-Research-Centre, 2014). On the other hand, pre-service teachers find themselves caught in the tension of preparing lessons and aligning them with curriculum and grading assignments as well. Thus, the weight of these responsibilities and the emotional tension of dealing with students impact their well-being considerably because the pressure to meet academic standards and address the individual needs of each student is already a challenging workload. There is a similar stance that has been provided in BRiTE module readings, which says that teacher stress is based on burnout, which increases the intentions to leave the profession (Cahill, 2005). So, this challenge highlights the importance of resilience as a protective factor against the detrimental effects of stress, and pre-service teachers need to develop strategies to manage their workload and stress effectively to prevent early career burnout.

There is no doubt that establishing positive relationships with students, colleagues, and parents is important for a successful teaching career; however, this can be challenging when it comes to dealing with diverse personalities and classroom dynamics (Day, 2008). This connection development is needed because it builds strong and positive relationships with students, which is a fundamental component of effective teaching. However, the problem arises because pre-service teachers face the challenge of connecting with a wide range of students where each student has unique background and needs (Tschannen-Moran & Hoy, 2007). Therefore, building rapport with students who are disengaged or challenged is particularly difficult, while when it comes to building relationships, pre-service teachers also need to establish connections with colleagues and parents along with students because collaborative relationships with colleagues provide valuable support and resources. Similarly, effective communication with parents is essential for student success and often requires tact and diplomacy, especially when addressing concerns or issues.

The teaching profession often places pre-service teachers in highly stressful environments, and neglecting it leads to physical and mental health issues which affect both the teacher and the learning environment (Sammons et al., 2007). Therefore, pre-service teachers need to pay attention to their own well-being to effectively serve their students while ignoring their well-being, consequently decreasing job satisfaction and overall quality of life (Peters & Pearce, 2012). Also, maintaining good mental health is not only important for personal happiness, but it also ensures a productive and positive learning environment for students, and balancing the demands of teaching with self-care can be challenging. Pre-service teachers must recognize the signs of stress and burnout and develop strategies to maintain their well-being. These strategies can be different according to different personalities, such as regular exercise, healthy eating, mindfulness practices, and seeking support from mental health professionals according to the need (Kitching et al., 2009).

To resolve these challenges, BRiTE (Building Resilience in Teacher Education) modules offer valuable insights and strategies for enhancing teacher resilience by making them understand that it is not only an innate trait but can be cultivated through the development of protective factors considering both personal environment and external environment (Mansfield et al., 2016). For instance, effective time management and maintaining a balance between work and personal life are important parts of resilience, and these modules emphasize their importance to prevent burnout and maintain well-being (Day & Gu, 2013). Therefore, these teachers can benefit from them by learning how to allocate their time effectively to fulfil their professional responsibilities while also ensuring ease for their personal life at the same time.

It has explained that developing positive thinking patterns and setting realistic expectations for oneself and students are integral to resilience, and BRiTE modules encourage pre-service teachers to cultivate a positive attitude even in challenging situations and to maintain realistic expectations (Masten & Wright, 2009). This can help pre-service teachers approach their work with a growth mindset, which can contribute to resilience. Likewise, building relationships with mentors, colleagues, and peers is highlighted in these modules, which provide a platform for pre-service teachers to debrief, seek help, and share experiences, which are essential in navigating the challenges of teaching. So, such teachers can learn how to seek and offer support within their professional network to enhance their resilience.

Therefore, it can be derived that these modules acknowledge that professional growth and development are vital for resilience (Supkoff et al., 2011). Encouraging pre-service teachers to view teaching as an evolving process and an opportunity for growth contributes to their resilience. BRiTE modules can help pre-service teachers recognize that continuous learning and development are not only normal but also essential for professional growth.

To conclude, resilience is a critical attribute for pre-service teachers to develop as they face various challenges in their journey to becoming effective educators. The BRiTE modules provide valuable guidance and strategies for building teacher resilience, which encompasses personal and environmental factors. So, by working through these modules and the principles they promote, pre-service teachers can not only "bounce back" from challenges but also "bounce forward," experiencing professional growth and thriving in their teaching careers. In doing so, they can serve as role models for their students and foster resilience in the next generation. Thus, building resilience is a shared process that benefits both teachers and students and contributes to the overall success of the education system.