(Re)framing Teacher Resilience Through an Ethico‐Onto‐Epistemological Lens

ABSTRACT In the face of teacher shortages and early‐career teacher attrition, resilience has emerged as a central focus in preservice teacher education particularly in the Global South, where resource disparities and socio‐political instabilities worsen existing constraints. Resilience is a complex phenomenon that necessitates theoretical perspectives attending to its nuanced aspects. This study (re)frames teacher resilience through an ethico‐onto‐epistemological lens, which treats knowing, doing, and being as inseparable and human and non‐human entities as co‐constitutive. This lens was applied to analyse the responses of Nyein, a preservice teacher in Myanmar, who participated in a participant‐driven photo‐elicitation interview in 2024. The analysis reveals teacher resilience as a relational phenomenon, entangled with human and non‐human entities, such as curriculum, teaching, learning, and broader socio‐material configurations of Myanmar. It simultaneously illuminates the non‐neutral nature of knowledge production by showing how knowledge comes into being through intra‐actions among researchers, the participant, and non‐human entities. Apart from being the first to offer the ethico‐onto‐epistemological framing of teacher resilience (a phenomenon materially and discursively enacted through human and non‐human entanglements), this study offers an otherwise lens for theorizing and researching it.