ENHANCING PRE-SERVICE ENGLISH TEACHERS' ADAPTABILITY AND RESILIENCE FOR 21ST CENTURY EDUCATION

Abstract

In the continuously changing world of 21st-century education, pre-service English teachers face enormous challenges that necessitate greater adaptability and resilience. The purpose of this study is to investigate the factors that contribute to the development of these basic abilities among pre-service English teachers, using a qualitative research technique. Data were gathered through in-depth interviews with 10 pre-service teachers from English Educational Department of universities in Samarinda. The findings underscore the importance of experience learning, furthermore, the presence of supportive mentors gives emotional and professional assistance, which strengthens resilience in the face of adversity. The study concludes that integrating structured experiential learning opportunities, promoting reflective practices, and establishing prosperous mentorship programs within teacher education curricula are imperative for preparing resilient and adaptable English teachers. Such initiatives not only equip pre-service teachers to meet the demands of modern education but also contribute to their long-term professional well-being and effectiveness. Future research should explore the longitudinal impact of these educational strategies on in-service teachers' career  and student outcomes.