Literaturnachweis - Detailanzeige
| Autor/in | Ponnusamy |
|---|---|
| Titel | Emotional Status of Student-Teachers at Elementary Level |
| Quelle | In: Journal on Educational Psychology, 13 (2020) 3, S.30-35 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0973-8827 |
| Schlagwörter | Student Teachers; Elementary School Teachers; Emotional Response; Foreign Countries; Preservice Teacher Education; Institutional Characteristics; Differences; Gender Differences; Rural Urban Differences; India |
| Abstract | Managing the young learners at the elementary school level is not an easy task. Learners of the age five and above are very active in nature, show interest in playing and mingle with their peer group. At times they may not show interest in learning and may hate learning activities. Similarly, the teachers at elementary level may have practical problems in their daily school activities and have the responsibility to control their emotions and provide good education to their learners. With this background, the author of this article planned to conduct a research study aimed at finding the emotional status of student-teachers at elementary level. He used the Student-Teachers' Emotional Status Scale (STESS) to collect the required data from 160 samples of elementary level student teachers pursuing Diploma in Elementary Education course in Coimbatore and Tirupur districts of Tamil Nadu. The research method used in the study is 'Survey Method'. The main result of this study reveals that selected student-teachers were emotionally strong. The results may be useful to the authorities of teacher education programs to plan their programs and modify their existing transactional strategies. (As Provided). |
| Anmerkungen | i-manager Publications. 3-343 Hill View, Town Railway Nagar, Nagercoil 629001, Tamil Nadu, India. Tel: +91-4652-276675; e-mail: info@imanagerpublications.com; Web site: http://www.imanagerpublications.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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