Student teacher anxieties related to class management, pedagogy, evaluation, and staff relations

Morton, L. L.; Vesco, R.; Williams, N. H.; Awender, Michael A.

doi:10.1111/j.2044-8279.1997.tb01228.x

Cited by 71 publications

(94 citation statements)

References 14 publications

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“…As análises realizadas, tomando estas duas variáveis, procuram averiguar em que medida os dados encontrados na literatura (e.g., Admiraal et al, 2000;Head et al, 1996;Morton et al, 1997) encontram reflexo na presente amostra, ou seja, se o género e a área de formação dos sujeitos exercem influência sobre as suas vivências e percepções do estágio. No Quadro 1 dão-se, também, a conhecer os valores obtidos na amostra global.…”

Section: Resultsunclassified

“…Apesar de algumas das diferenças observadas no repertório de vivências e percepções destes estagiários consoante a sua pertença aos subgrupos em análise, estas não encontram a expressão que alguma da literatura na área sugere (Admiraal et al, 2000;Head et al, 1996;Morton et al, 1997;Serow, 1998). A variabilidade encontrada na amostra em estudo parece ser melhor explicada pelas idiossincrasias associadas à fenomenologia do "Tornar-se professor", largamente condicionada pelas múltiplas sinergias criadas entre os espaços, os tempos e os actores que jogam neste processo.…”

Section: Discussionunclassified

“…Refira--se, ao nível da literatura na área da formação inicial de professores, a existência de evidências que sugerem a presença de algumas diferenças no modo como este processo é experienciado consoante o género e área científica dos formandos. Tais diferenças parecem, também, registar--se ao nível do impacto do estágio no desenvolvimento destes indivíduos (Admiraal, Korthagen, & Wubbels, 2000;Head, Hill, & Maguire, 1996;Morton, Vesco, Williams, & Awender, 1997;Serow, 1998).…”

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Vivências e percepções do estágio pedagógico: Contributos para a compreensão da vertente fenomenológica do “Tornar-se professor”

Caires

2012

Análise Psicológica

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Correspondendo o estágio pedagógico ao último ano do curso de formação inicial de professores, e ao momento em que os candidatos a professores se estreiam na profissão, são múltiplos os desafios e tarefas desenvolvimentais associados a esta etapa. Deste, decorre um conjunto de cognições e afectos cuja diversidade, riqueza e intensidade, fazem do estágio um momento marcante do percurso destes jovens, com um significativo impacto no seu processo de capacitação e integração pessoal e profissional no mundo da docência e no mundo adulto. No presente trabalho é explorada a dimensão fenomenológica deste “Tornar-se professor”, dando-se a conhecer as vivências e percepções de um grupo de 229 professores-estagiários da Universidade do Minho relativamente a algumas das dimensões mais importantes da sua experiência de estágio. O estudo confronta, no início e no final do estágio, o repertório experiencial destes sujeitos, tomando as variáveis área do curso (Ciências vs. Letras e Humanidades) e sexo. As análises dão, também, particular destaque aos ganhos percebidos pelos sujeitos como decorrendo do seu primeiro ano de contacto com a docência. Verificou-se a influência destas duas variáveis sobre algumas das dimensões avaliadas, e a presença de percepções muito satisfatórias relativamente aos ganhos decorrentes da experiência de estágio, afectando várias esferas do desenvolvimento destes candidatos a professores.

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Section: Discussionunclassified

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Vivências e percepções do estágio pedagógico: Contributos para a compreensão da vertente fenomenológica do “Tornar-se professor”

Caires

2012

Análise Psicológica

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“…Other research has highlighted how certain factors intrinsic to the teaching profession can facilitate high levels of stress. For example, heavy workloads and long working hours (TRAVERS & COOPER 1996), overload of competing roles, inconsistent workloads over the academic year (KINNUNEN & LESKINEN 1989), the need for classroom management (LEWIS 1999;MORTON et al 1997), and evaluation apprehension (CAPEL 1997;MORTON et al 1997).…”

Section: The Energetic Processmentioning

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The Determinants of Teachers’ Well-Being: The Mediating Role of Mental Fatigue

Guglielmi¹,

Panari²,

Simbula³

2012

EJMH

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In recent years, many studies have focused on the determinants and consequences of teacher stress. One of the most recent theoretical models concerning stress is the Job Demands-Resources (JD-R) model. This study examines one process -namely the energetic process -which supposes that high job demands exhaust employees' mental and physical resources and therefore cause ill health. Particularly, this study examines the mediating role of mental fatigue between three job demands of teachers (workload, inequity and work/family confl ict) and three consequences of stress: psychological and physical symptoms and work satisfaction. An Italian version of the selfreport Questionnaire for Psychosocial Work Environment and Stress (PWSQ) was administered to 697 teachers belonging to a random sample of 17 school organizations. The results showed that mental fatigue has a mediating role in the relationship between work/family confl ict and the three outcomes considered, namely psychological and physical symptoms, and work satisfaction. This study has an important implication for intervention strategy because mental fatigue is a pre-strain condition which arises before more intense outcomes, such as stress-related diseases occur. Identifi cation of this condition allows prevention of the consequences of stress. Keywords

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“…In another gender-related issue, there has been some research that reported that females generally find the practicum experience more stressful than do males (D'Rozario & Wong, 1996;Morton, Vesco, Williams, & Awender, 1997); but that all practicum participants report a reduction in stress by virtue of experiencing the daily routines of teaching during the practicum (Murray-Harvey et al, 2000;Ralph, 2004b;Smith & Sanche, 1993).…”

Section: Gender Of Internsmentioning

confidence: 99%

Factors Affecting Teacher-Candidates’ Practicum Evaluations

Ralph

2006

Journal of Teaching and Learning

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This report is an extension of a study that examined the final evaluations of 17 cohorts of teacher-candidates (n=374), who completed their 16-week extended-practicum through one Western Canadian university in one of the years from 1986 to 2002. Evaluation results based on nine instructional categories were analyzed according to four factors: (a) grade level taught; (b) school location; (c) year of the internship; and (d) gender of the intern.Descriptive statistics calculated for each of these four factors revealed minor differences in the intern sub-groups' aggregates of final evaluation ratings. For grade level, interns who taught K-3 were rated slightly higher than those in the other grade levels in six of the nine instructional skills. The interns who taught grade 7-12 were rated lowest of the three groups in three of the teaching categories. With respect to urban/rural school location of the internship, interns from rural schools were evaluated slightly higher than their urban counterparts for six of the nine skills. For year of the practicum, calculations showed slightly better evaluations in three teaching skills for interns who completed the practicum after 1996, than for those who completed it during the 1986-1995 period. Female interns were rated slightly higher in eight of the nine teaching categories than were their male colleagues. Possible explanations accounting for these minor differences are provided, and implications discussed for the program under study and for their "transferability" (Donmoyer, 1990) to pre-service teacher preparation programs.Although the extended-practicum has been a highly valued component of preservice teacher education programs (Meade, 1991;Zeichner, 1990), little research is available that documents the actual teaching performance of teachercandidates during their school-based experiences. To help reduce this research gap, a recent study was conducted that summarized the aggregate descriptive statistics for the final evaluations of 15 cohorts (n=374) of teacher-interns, who completed their 16-week extended-practicum under the Canadian university.

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Student teacher anxieties related to class management, pedagogy, evaluation, and staff relations

Abstract: Student-teacher anxieties are related to demographic variables, experiential variables, and dispositional variables.

Cited by 71 publications

References 14 publications

Vivências e percepções do estágio pedagógico: Contributos para a compreensão da vertente fenomenológica do “Tornar-se professor”

Vivências e percepções do estágio pedagógico: Contributos para a compreensão da vertente fenomenológica do “Tornar-se professor”

The Determinants of Teachers’ Well-Being: The Mediating Role of Mental Fatigue

Factors Affecting Teacher-Candidates’ Practicum Evaluations

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