A new study challenges the common assumption that cramming pre-service teacher training programs with more content automatically improves outcomes. Researchers argue that simply adding more material doesn’t necessarily build resilience or boost job satisfaction—key factors for long-term success in education. Instead, they propose a positive psychology approach to training, emphasizing meaningful, structured support over sheer volume. The findings suggest a shift in how educators are prepared for the demands of the classroom could have lasting benefits for both teachers and students.
The “more is better” fallacy in pre-service teacher training: a positive psychology perspective on the resilience-building process and job satisfaction Frontiers
