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| Autor/in | Admiraal, Wilfried |
|---|---|
| Titel | Student-Teachers' Emotionally Challenging Classroom Events: A Typology of Their Responses |
| Quelle | In: Educational Studies, 47 (2021) 6, S.765-769 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Admiraal, Wilfried) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-5698 |
| DOI | 10.1080/03055698.2020.1729097 |
| Schlagwörter | Student Teachers; Emotional Response; Psychological Patterns; Coping; Anxiety; Secondary School Teachers; Foreign Countries; Graduate Students; Problem Solving; Netherlands |
| Abstract | Direct interaction with students operates as the main source of teachers' job satisfaction as well as a cause of feelings of distress. Teaching student-teacher appropriate coping strategies might make direct interaction with students a source of greater job satisfaction. A typology has been developed of student-teachers' responses to stressful classroom events in secondary education with four types of coping: "Varying", "Being annoyed", "Problem-solving" and "Avoiding" varying along two underlying dimensions: avoidance-approach and calmness-agitation. The coping types particularly differed in the way student-teachers approached, tolerated, avoided or ignored the classroom event, how agitated they were and the length of the coping response. Implications for teacher education are discussed to support student-teachers with more approach-coping strategies instead of avoidance-coping strategies. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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