Impact of an In-Service Training in Neurocognitive Insights on Teacher Stress, Teacher Professionalism and Teacher Student Relationships

Autor/inn/en	Sneyers, Elien; Jacobs, Karen; Struyf, Elke
Titel	Impact of an In-Service Training in Neurocognitive Insights on Teacher Stress, Teacher Professionalism and Teacher Student Relationships
Quelle	In: European Journal of Teacher Education, 39 (2016) 2, S.253-266 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2015.1121985
Schlagwörter	Stress Variables; Teacher Student Relationship; Interviews; Vignettes; Neurosciences; Brain Hemisphere Functions; Stress Management; Teacher Attitudes; Quasiexperimental Design; Elementary School Teachers; Experimental Groups; Scores; Knowledge Level; Foreign Countries; Mixed Methods Research; Statistical Analysis; Nonparametric Statistics; Belgium + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Interviewing; Interviewtechnik; Neuroscience; Neurowissenschaften; Neurowissenschaft; Stressmanagement; Stressbewältigung; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Wissensbasis; Ausland; Statistische Analyse; Belgien
Abstract	The stressful nature of the teaching profession is recognised worldwide. Consistent with the recent international attention regarding the connection between neurocognition and education, the study "Learn2be@school" introduced a training for teachers about the occurrence of stress and the relationship between human behaviour and the functioning of the human brain. This study investigates whether neurocognitive insights contribute to stress reduction in the professional and personal functioning of teachers, and focuses more specifically on the impact of the training on their attitudes (attitude level), understanding (knowledge level) and handling (application level) of complex stress situations. Using a quasi-experimental study design with 12 participants and 28 non-participants, data were gathered twice through the use of vignettes and in-depth interviews. The results indicated an impact of the training, not only on the stress experienced by teachers in their professional and personal functioning, but also at the level of the teacher-student relationship and team functioning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01