How to Cope with Stress? The Stress-Inducing Cognitions of Teacher Trainees and Resulting Implications for Teacher Education

Autor/inn/en	Braun, Annika; Weiss, Sabine; Kiel, Ewald
Titel	How to Cope with Stress? The Stress-Inducing Cognitions of Teacher Trainees and Resulting Implications for Teacher Education
Quelle	In: European Journal of Teacher Education, 43 (2020) 2, S.191-209 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2019.1686479
Schlagwörter	Coping; Stress Variables; Self Efficacy; Personality Traits; Preservice Teachers; Foreign Countries; Schemata (Cognition); Classification; Student Attitudes; Special Education Teachers; Personality Problems; Teacher Education Programs; Prevention; Work Environment; Teaching Conditions; Comparative Analysis; At Risk Persons; Germany + Suchen Sie Ihr Suchwort? Bewältigung; Self-efficacy; Selbstwirksamkeit; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Ausland; Cognition; Schema; Kognition; Classification system; Klassifikation; Klassifikationssystem; Schülerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Prävention; Vorbeugung; Arbeitsmilieu; Lehrbedingungen; Unterrichtsbedingungen; Risikogruppe; Deutschland
Abstract	The present study investigated stress-inducing cognitions of teacher trainees from different types of schools in Germany in order to identify a particular body of future teachers who lack appropriate coping strategies. Using cluster analysis, teacher trainees were classified by their dysfunctional thoughts, and, additionally, compared to their levels of self-efficacy and school type. In particular, the stress-inducing cognitions 'internalisation of failure' and 'depreciation' distinguished among the clusters. One cluster which was characterised by equally low levels of stress-inducing thoughts comprised many teacher trainees of special needs education. Another cluster showed consistently high levels of dysfunctional cognitions; therein, future teachers of primary education were overrepresented. Higher stress-inducing thoughts were linked to lower self-efficacy -- with the exception of perfectionism which seemed to have adaptive or maladaptive effects. Based on the findings, preventive measures were derived to support teacher trainees in handling occupational stress as early as possible in the professional lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01