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
AuthorsGeng, 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.

Year2016
JournalAustralian Journal of Teacher Education
Journal citation41 (9), p. Article: 6
PublisherSocial Science Press
ISSN0313-5373
Digital Object Identifier (DOI)https://doi.org/10.14221/ajte.2016v41n9.6
Scopus EID2-s2.0-85009266885
Research or scholarlyResearch
Page range100-116
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
OnlineSep 2016
Publication process dates
Deposited11 Nov 2021
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