Comparing stress levels of graduate and undergraduate pre-service teachers following their teaching practicums

Journal article

Geng, Gretchen, Midford, Richard and Buckworth, Jenny. (2016). Comparing stress levels of graduate and undergraduate pre-service teachers following their teaching practicums. Australian Journal of Teacher Education. 41(9), p. Article: 6. https://doi.org/10.14221/ajte.2016v41n9.6

Publication dates
Authors	Geng, Gretchen, Midford, Richard and Buckworth, Jenny
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 < .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.
Year	2016
Journal	Australian Journal of Teacher Education
Journal citation	41 (9), p. Article: 6
Publisher	Social Science Press
ISSN	0313-5373
Digital Object Identifier (DOI)	https://doi.org/10.14221/ajte.2016v41n9.6
Scopus EID	2-s2.0-85009266885
Research or scholarly	Research
Page range	100-116
Publisher's version	License All rights reserved File Access Level Controlled
Output status	Published
Online	Sep 2016
Publication process dates
Deposited	11 Nov 2021

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