Curriculum Design for Reducing Contributing Factors of Burnout among Pre-Service Teachers

Abstract

Burnout among pre-service teachers is an increasingly pressing concern within teacher education programs. As future educators face rising academic, emotional, and professional demands, it is critical to address these challenges through curriculum design. This article explores how thoughtfully designed curricula can mitigate factors contributing to burnout, such as emotional exhaustion, cognitive overload, and a lack of self-efficacy. Drawing from recent academic studies, the paper emphasizes the integration of self-care, emotional regulation, and resilience-building strategies within teacher preparation. It concludes with practical recommendations for curriculum developers and educators.