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

• Published in: The Australian journal of teacher education Vol. 41; no. 9; pp. 100 - 116
• Main Authors: Geng, Gretchen, Midford, Richard, Buckworth, Jenny
• Format: Journal Article
• Language: English
• Published: Edith Cowan University 01.09.2016
• Subjects: Academic Persistence; Beginning teachers; Comparative Analysis; Emotional experience; Foreign Countries; Graduate Students; Practicums; Preservice teacher education; Preservice Teachers; Primary secondary education; Professional Identity; Psychological patterns; Qualitative Research; Quantitative research; Questionnaires; Reflection; Reflective practice; School Holding Power; Self Concept; Statistical Analysis; Stress management; Stress Variables; Student Attitudes; Student teacher attitudes; Student teachers; Teacher beliefs; Teacher Education Programs; Teaching experience; Teaching practice; Time Management; Undergraduate Students; Undergraduate study; Australia
• ISSN: 0313-5373; 1835-517X; 1835-517X
• DOI: 10.14221/ajte.2016v41n9.6

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. [Author abstract]