Using arts-based reflection to explore preservice teacher identity development and its reciprocity with resilience and well-being during the second year of university

The second year of university, recognised as having unique challenges, can also be a period to challenge and shape identities. This paper examines the reciprocity between resilience and well-being, and identity development during the second year of initial teacher education. Data were analysed using voice-centred relational methods. Findings reveal the value of arts-based reflection as an approach to enhancing resilience and well-being. As preservice teachers' developed awareness of the interconnection between personal and professional identities their ability to operationalise resilient-engagement, the capacity to manage and negotiate obstacles or barriers in and to learning also increased. (c) 2021 Elsevier Ltd. All rights reserved.