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Web of Science, ScienceDirect, and EBSCO cover 61 studies published from 2016 to 2021. Findings highlight stress, classroom management, professional relationships, and technology as common research problems, alongside dominant theories and tools.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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EDUCATION RESEARCH: A SYSTEMATIC LITERATURE REVIEW  \nEi Phyu CHAW, Erika KOPP  \nAbstract: This study aims to identify dominant theories, research areas, and trends related to coping issues in teacher education (TE) research. The origin of coping theories comes from psychology, but there is a growing shift in coping research related to teaching, problem-solving, and training programs in pedagogy. Although coping issues in TE affect teachers' teaching and learning, there have been very few systematic reviews of coping issues in TE these days. A systematized literature study is conducted for answering the research question: \"Which theories, research problems, and approaches have been used for coping issues in TE?\". A literature search is undertaken using the Web of Science, Science Direct, and EBSCO (host) databases, and 61 studies published between 2016 and 2021 are reviewed. The findings report that stress, classroom management, professional relationship, and technology are common research problems related to coping issues in TE. Analysis of the studies also reveals dominant coping theories, research approaches, and research tools in TE research. This review can give researchers new insights in developing the literature and research tools about coping issues in TE. It also contributes to abroader focus on coping theories and research about coping issues in different TE systems.  \nKey words: coping, teachers, systematic literature review, teacher education  \n1. Introduction  \nThe concept of coping has been recognized relating to stress within the period between the 1960s and 1970s. Likely, developmental psychologists emphasized principles of coping, especially on adaptation. Sociologists are trying to understand coping with stress. Scientists see coping as a response to stress. Foremost, professionals from the mental health field and people had been interested in stress and researched its consequences (Carpenter, 1992) . Folkman and Lazarus (1985) emphasize that coping occurs when one is experiencing stress and a process with complex feedback loops and constant updating. Coping has been focused on psychotherapy and educational programs during these days. In this pandemic period, many authors researched coping with teaching-learning situations (e.g., digital education) during and after the Covid 19 wave.  \nTeaching and teacher preparation for the profession is a complex and challenging task (Calderhead & Shorrock, 2004) . During initial training and their early-career years in the classroom, most teachers experience difficulties in learning to teach and feel stress and anxiety about classroom management, working conditions, subject mastery, building the student-teacher relationship, planning activities in the classroom, and participating in the activities of the school (Calderhead & Shorrock, 2004) . In the OECD report of current education systems, there have been growing issues of teacher shortages. International studies highlight high teacher attrition rates, especially, early career teachers leave the profession within their first two years of teaching (Viac & Fraser, 2020) .  \nTeachers describe their stress and anxiety over tasks, pressure, defective materials, and uncomfortable working conditions, affecting their happiness in the profession and successful teaching (McKenzie et al., 2005) . Concerns, problems of teachers, and their unsuccessful coping strategies can directly or indirectly affect student achievement, schools, society, and that country's education system (Kyriacou & Stephens, 1999). It is also essential to know teachers' difficulties and their coping techniques during their teaching so that teacher education programs can give an adequate support system to those teachers (Murray‐Harvey, 2001) . It seems that the importance of coping theories and research in  \nteacher education is an undeniable element for teacher education program preparation and professional development.  \nRe","cbCaigiqcHDEov2F","https://ap.wps.com/l/cbCaigiqcHDEov2F","pdf",370638,15,"English","# Introduction\n## The concept of coping and stress\n## Teacher education challenges and motivation\n## Review rationale and prior systematic reviews\n# Theoretical overview","[{\"question\":\"What is the main purpose of the systematic literature review?\",\"answer\":\"The review aims to identify dominant theories, research areas, and trends related to coping issues in teacher education research, addressing which theories, problems, and approaches have been used.\"},{\"question\":\"Which databases and time range were used in the review?\",\"answer\":\"The review searched Web of Science, ScienceDirect, and EBSCO and examined 61 studies published between 2016 and 2021.\"},{\"question\":\"What research problems related to coping issues appear most often?\",\"answer\":\"Stress, classroom management, professional relationships, and technology are reported as common research problems connected to coping issues in teacher education.\"}]","COPING ISSUES AS A TOPIC IN TEACHER EDUCATION RESEARCH - A SYSTEMATIC LITERATURE REVIEW | PDF",1792066488,38]