Exploring the stress management and well-being needs of pre-service teachers

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-10-11 DOI:10.1016/j.tate.2024.104805

Stephanie Zito, Julia Petrovic, Bilun N. Böke, Isabel Sadowski, Dana Carsley, Nancy L. Heath

引用次数: 0

Abstract

Pre-service teachers (PSTs) receive limited stress management training despite evidence of teachers' stress and its consequences on students. This study used a multistakeholder approach to conduct semi-structured interviews with PSTs, in-service teachers, school administrators, and directors of teacher preparation, informing a quantitative survey for PSTs across Canada to (1) identify expected stressors, (2) determine support/strategies, and (3) prioritize stress management delivery options. Thematic and descriptive analyses suggest agreement for teacher education to include preparation on stress management, self-care, mindfulness, and effective communication. To best support PSTs, teacher preparation programs should consider implementing stress management within the curricula.

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探索职前教师的压力管理和幸福需求

尽管有证据表明教师的压力及其对学生的影响，但职前教师（PSTs）接受的压力管理培训十分有限。本研究采用多方参与的方法，对职前教师、在职教师、学校管理者和教师准备工作负责人进行了半结构化访谈，并对加拿大各地的职前教师进行了定量调查，以（1）确定预期的压力源，（2）确定支持/策略，（3）优先考虑压力管理方案。主题分析和描述性分析表明，教师教育应包括压力管理、自我保健、正念和有效沟通方面的准备工作。为了给 PST 提供最好的支持，教师培养计划应考虑在课程中实施压力管理。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.