COPING ISSUES AS A TOPIC IN TEACHER EDUCATION RESEARCH: A SYSTEMATIC LITERATURE REVIEW

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 a broader focus on coping theories and research about coping issues in different TE systems.