Investigating the Stress Levels of Early Childhood, Primary and Secondary Pre-Service Teachers during Teaching Practicum

Autor/inn/en	Geng, Gretchen; Midford, Richard; Buckworth, Jenny
Titel	Investigating the Stress Levels of Early Childhood, Primary and Secondary Pre-Service Teachers during Teaching Practicum
Quelle	In: Journal of Teacher Education for Sustainability, 17 (2015) 1, S.35-47 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1691-4147
Schlagwörter	Early Childhood Education; Preservice Teachers; Practicums; Student Teachers; Elementary Secondary Education; Stress Variables; Questionnaires; Online Courses; Educational Environment; Qualitative Research; Statistical Analysis; Task Analysis; Student Characteristics; School Support; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Practicum; Praktikum; Praktika; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Fragebogen; Online course; Online-Kurs; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Qualitative Forschung; Statistische Analyse; Aufgabenanalyse; Schulförderverein; Ausland; Australien
Abstract	This study investigated stress levels of pre-service teachers (PSTs) across three categories of teaching context: early childhood, primary and secondary. This paper focused on exploring the stressors in the completion of tasks in teaching practicum in the three categories of teaching context and an awareness of and access to support systems. The Perceived Stress Scale (PSS) and an online questionnaire were used to measure the nature and level of stress. Significant results were found in relation to the school climate and the stress levels of PSTs across the three different teaching contexts. These findings have implications in terms of understanding different PSTs' stress levels across the three teaching contexts and ways they could be supported to reduce their stress level and achieve better study outcomes. (As Provided).
Anmerkungen	UNESCO Chair on Interplay of Tradition and Innovation in ESD. Parades 1-220, Daugavpils University, Daugavplis LV-5401, Latvia. Tel: 371-6542-5452; Fax: 371-6542-2890; e-mail: unescochair@du.lv; Web site: http://www.du.lv
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01