<p>The teaching profession in Myanmar is characterised by a number of significant challenges. These include political instability, chronic underinvestment, and persistent resource shortages. In addition to the aforementioned challenges, teachers in Myanmar are expected to embody the qualities of moral exemplars and community servants, as defined by cultural expectations. In this setting, resilience has become a central theme in teacher education. This study examines how preservice teachers in Myanmar discursively construct teacher resilience and the subject positions these constructions make available. Participant-driven photo elicitation interviews with eight final-year students from two teacher education programmes were analysed using Foucauldian discourse analysis. Five subject positions emerged: selfless givers, normalisers of adversity, embodiments of endurance and continuity, drivers of student and community development, and competent professionals. Findings show that resilience was predominantly framed as an individual obligation, reflecting both Myanmar’s Teacher Competency Standards Framework and cultural ideals of the teacher. Such framing risks legitimising hardship and diverting attention from structural reform. The study calls for reframing resilience as a collective responsibility, advancing more sustainable approaches to teacher education in Myanmar, and contributing to international debates on the politics of resilience.</p>