Stress Management and Professional Identity Development of Pre-Service Teachers in Mixed Reality Environment

Autor/inn/en	Gul, Tugce; Pecore, John
Titel	Stress Management and Professional Identity Development of Pre-Service Teachers in Mixed Reality Environment
Quelle	In: Journal of Technology and Teacher Education, 28 (2020) 1, S.33-62 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Stress Management; Professional Identity; Preservice Teachers; Coping; Student Attitudes; Educational Technology; Technology Uses in Education; Practicums; Computer Simulation; Simulated Environment; Middle School Students; Program Effectiveness + Suchen Sie Ihr Suchwort? Stressmanagement; Stressbewältigung; Bewältigung; Schülerverhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Practicum; Praktikum; Praktika; Computergrafik; Computersimulation; Künstliche Umwelt; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	The purpose of this qualitative case study is to examine the impact of stress, strategies for coping with stress, and professional identity development of pre-service teachers when teaching to avatars. Research participants consisted of 7 pre-service teachers enrolled in a college of education practicum course at a university in the southeastern United States. The data were obtained from semi-structured interviews, written reflections and observation protocol. The results provided innovative suggestions to teacher education community to provide comprehensive support to pre-service teachers in overcoming stress factors as they navigate their teaching capacity through the many responsibilities required of them. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01