The Existence of Sense of Coherence in Teaching Situations Among Student-teachers

Bracha, Einat; Hoffenbartal, Dganit

doi:10.1016/j.sbspro.2015.02.185

Cited by 7 publications

(6 citation statements)

References 3 publications

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“…SOCITS also has 3 components: Comprehensibility -the cognitive component, which relates to the extent to which the pre-service teacher perceives teaching situations as meaningful and predictable; Manageability -the behavioral component, which relates to the extent to which the pre-service teacher believes the available resources are satisfactory in the attempt to meet the demands placed by both external and internal stimuli in teaching problems; Meaningfulness -the motivational-emotional component, which relates to the extent to which the pre-service teacher feels teaching situations are emotionally meaningful and that at least some of the daily requirements can be considered a challenge and not a burden (Bracha & Hoffenbartal, 2011). Bracha and Hoffenbartal (2015) confirmed the existence of SOCITS and found that higher levels of SOCITS had a positive effect on pre-service teachers' motivation to deal with crises and stressful situations. This supports the findings in Grayson (2008) who showed that pre-service teachers with higher levels of SOC who perceived their problems as comprehensible and manageable were found to be more likely to succeed.…”

Section: Sense Of Coherence In Teaching Situationsmentioning

confidence: 55%

“…The notion of Sense of Coherence in Teaching Situations (SOCITS), introduced in 2011 by Bracha and Hoffenbartal, focuses specifically on pre-service teachers' feelings and relates to SOC in teaching situations. Not only was SOCITS identified as a coping resource among pre-service teachers (Bracha & Hoffenbartal, 2015), but it was also found to be a predictor of interns' levels of burnout (Bracha & Bocos, 2015). Hoffenbartal and Bocos (2015) claim that pedagogical instructors in teacher training programs can build more effective programs if the characteristics of SOCITS and the factors that enhance or hinder them are understood.…”

mentioning

confidence: 99%

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Socits - Predictor For Pre-Service Efl Teachers’ Choices To Pursue Teaching Career

Levy¹

2022

European Proceedings of Educational Sciences

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Sense of Coherence (SOC), an inner resource that exists within people, is positively associated with better quality of life and satisfaction. It is related to how well people manage to cope with the stressful situations they face making them more comprehensible, meaningful and manageable. Among college and university students SOC is positively associated with the capability to cope with the academic challenges posed upon them. Furthermore, pre-service teachers show that Sense of Coherence in Teaching Situations (SOCITS) has been found to be a coping strategy that helps them perceive stressful and challenging teaching situations as less perplexing. However, what is less clear in the teacher education literature to date, is to what extent high levels of SOCITS can influence career engagement among pre-service teachers and whether it can be a predictor of pre-service teachers' choices to pursue a career in teaching upon graduating from their teaching training program. The current paper contributes to the understanding of SOC and SOCITS among pre-service teachers. The findings in this paper may advance the knowledge in the field of pre-service education and have significant implications as to the development of teacher training programs.

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Section: Sense Of Coherence In Teaching Situationsmentioning

confidence: 55%

mentioning

confidence: 99%

Socits - Predictor For Pre-Service Efl Teachers’ Choices To Pursue Teaching Career

Levy¹

2022

European Proceedings of Educational Sciences

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“…Furthermore, coping is strongly associated with regulation of emotion ( Folkman & Moskowitz, 2004 ), and as “emotions are at the heart of teaching” ( Hargreaves, 1998 , p. 835), understanding how preservice teachers cope with stressors is vital to their success. While coping and coping strategies are frequently addressed in other disciplines, it is far less focused upon in teacher education; however, teaching situations require “academic, emotional, and behavioral coping” ( Bracha & Hoffenbartal, 2015 , p. 723), and research on how preservice teachers cope with distressing situations is “needed if we are to have a better understanding of attrition from teacher education and the teaching profession” ( Lindqvist et al., 2019 , p. 634).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Poetry and possible selves: Crisis theory with/in teacher education programs

Baker

2021

Teaching and Teacher Education

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The COVID-19 pandemic has altered the educational landscape. This article offers the model, Crisis Theory with/in Teacher Education Programs (CT-TEP), which examines how the interplay of preservice teachers' stressors and personal coping strategies filtered through their identity provides teacher educators strategies for helping students persevere through crises. Data collected in one teacher education program during the spring 2020 COVID-19 shutdown across the United States illuminates preservice teachers’ present and possible selves, through a series of poems demonstrating emotions and coping strategies of student-participants. Implications for teacher educators to focus on possible selves with/in teacher education classrooms as a mechanism for understanding emotional health and well-being is discussed.

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“…One of the personal coping resources that can answer this question is the concept SOCITS which is based on previous research of the authors (Bracha & Hoffenbartal, 2015;Bracha & Bocos, 2015). SOCITS was defined following Antonovsky's concept -SOC (1998):…”

mentioning

confidence: 99%

“…In a pioneer research, SOCITS was found among student-teachers as a personal coping resource (Bracha & Hoffenbartal, 2015). Another research, among special education pre-service teachers, revealed a primary process of development, of change of SOCITS and its' components, between first and third year of their studies (Hoffenbartal & Bocos, 2015).…”

mentioning

confidence: 99%