While existing research often centers on general faculty experiences, few studies explore how international faculty navigate classroom challenges and develop resilience through reflective practice. This qualitative single-case study investigates the lived experience of an international faculty member teaching in teacher education program at a U.S. research university. Guided by three research questions, the study examines the major difficulty he faced in preparing preservice teachers, the strategies he employed to construct resilience, and how this resilience influenced his identity development. Data were collected through in-depth interviews and blog reflections. Findings highlight persistent issues with teacher candidates’ professional dispositions as a central challenge. The participant drew on reflective practice to address these challenges, build resilience, and reshape his professional identity. The study underscores the critical role of reflection in connecting resilience to identity and affirms the importance of professional dispositions in teacher preparation. It also illustrates the unique contributions international faculty bring to teacher education.
Kim et al. (Tue,) studied this question.