Literaturnachweis - Detailanzeige
| Autor/inn/en | Geng, Gretchen; Midford, Richard; Buckworth, Jenny |
|---|---|
| Titel | Comparing Stress Levels of Graduate and Undergraduate Pre-Service Teachers Following Their Teaching Practicums |
| Quelle | In: Australian Journal of Teacher Education, 41 (2016) 9, S.100-116, Artikel 6 (18 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0313-5373 |
| Schlagwörter | Comparative Analysis; Stress Variables; Graduate Students; Undergraduate Students; Student Attitudes; Academic Persistence; School Holding Power; Teacher Education Programs; Professional Identity; Self Concept; Practicums; Reflection; Questionnaires; Time Management; Preservice Teachers; Statistical Analysis; Foreign Countries; Qualitative Research; Australia |
| Abstract | In comparison to undergraduate pre-service teachers (PSTs), graduate PSTs have previously completed a three-year bachelor degree and are enrolled in initial teacher education (ITE) programs to become a teacher. Following a review of literature on teachers' sense of stress, reflection and identity development, this study compared the stress levels and concerns of graduate PSTs with those of undergraduate PSTs. One hundred and fifty-one graduate and one hundred and fifty-nine undergraduate PSTs participated in this study. The graduate PSTs had significantly higher stress levels than undergraduate PSTs (p < 0.01). Contributing stressors from both groups' own demographic background and teaching practicum perspectives were investigated and compared. These findings provide an empirical basis from which to develop appropriate strategies to support both groups of PSTs to manage their stress, develop their identity and personal beliefs and increase their retention in teacher education programs. (As Provided). |
| Anmerkungen | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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