THE IMPORTANCE OF RESILIENCE IN STUDENTS, FUTURE EDUCATORS

Pedagogical workers are exposed to constant change, which dictates the need to empower them already during their initial education for autonomous and engaged work, i.e. to build their own resilience, which is justified in theory. Thus, we wanted to determine how students, prospective pedagogical workers, assess the protective factors of resilience, and what are the differences in these assessments according to the study program and according to whether the goals of practical pedagogical training include working with children with special needs. The survey involved 251 students who completed an anonymous questionnaire. The results show that among the protective factors of resilience, students rank highest the learning community, that is collaboration, discussion and reflection, as well as the motivation for the teaching profession. There is also a significant correlation between the protective factors of resilience, the highest being between student engagement and their management of high expectations. We also find that students who, in the context of practical pedagogical training, had the goal of working with children with special needs, on average, rated higher the protective factors of resilience. There are also differences in the assessment of protective factors of resilience among students of different pedagogical study programs.