Student teachers' perceptions of self-competence in and emotions/stress about teaching in initial teacher education

Educational Studies

Volumn 35, Issue 3, 2009, Pages 349-360

  Kaldi, Stavroula ^a  

^a UNIVERSITY OF THESSALY   (Greece)

Author keywords

School teaching practice; Stress emotions; Student teachers; Teaching competencies

Indexed keywords

EID: 70449433532     PISSN: 03055698     EISSN: 14653400     Source Type: Journal    
DOI: 10.1080/03055690802648259     Document Type: Article

References (21)

1. Betoret, F.D., and A.G. Artiga. 2004. Trainee teachers' conceptions of teaching and learning, classroom layout and exam design. Educational Studies 30, no. 4: 355-72.
2. Brember, I., M. Brown, and S. Ralph. 2002. Gender-related causes of stress in trainee teachers on teaching practice in the School of Education, University of Manchester, UK. Westminster Studies in Education 12, no. 2: 175-86.
3. Brown, M., and S. Ralph. 1994. Teacher stress. Research in Education 48: 103-10.
4. Calderhead, J., and S. Shorrock. 1997. Understanding teacher education. London: Falmer.
5. Clement, M. 1999. Reducing the stress of student teaching. Contemporary Education 70, no. 4: 20-7.
6. Cockburn, A. 1996. Primary teachers' knowledge and acquisition of stress relieving strate-gies. British Journal of Educational Psychology 66: 399-410.
7. Costin, G., M. Fogarty, and A. Yarrow. 1992. Student teacher stress in teaching practice. Brisbane: Queensland University of Technology.
8. Hascher, T., Y. Cocard, and P. Moser. 2004. Forget about theory - practice is all? Student teachers' learning in practicum. Teachers and Teaching: theory and practice 10, no. 6: 623-37.
9. Hayes, D. 2003. Emotional preparation for teaching: A case study about trainee teachers in England. Teacher Development 7, no. 2: 153-71.
10. Head, J., F. Hill, and M. Maguire. 1996. Stress and the postgraduate secondary school trainee teacher: A British case study. Journal of Education for Teaching 22, no. 1: 71-84.
11. Kutnick, P. 1997. Perceptions of preparation for teaching competence by PGCE students: A comparison of cohorts over time and changes due to legislated demands on a school-based primary course. Journal of Further and Higher Education 21, no. 2: 219-28.
12. Kyriacou, C. 1998. Teacher stress: Past and present. In Stress in teachers: Past, present and the future, ed. J. Dunham and J. Varma, 1-13. London: Whurr.
13. Lewis, R., S. Romi, X. Qui, and Y. Katz. 2005. Teachers' classroom discipline and student misbehavior in Australia, China and Israel. Teaching and Teacher Education 21: 729-41.
14. MacDonald, C. 1993. Coping with stress during the teaching practicum: The student teachers' perspective. Alberta Journal of Educational Research 39, no. 4: 407-18.
15. Malderez, A., A.J. Hobson, L. Tracey, and K. Kerr. 2007. Becoming a student teacher: Core features of the experience. European Journal of Teacher Education 30, no. 3: 225-48.
16. Pope, M., and K.W. Yeung. 1996. Thinking about stress: The student teachers' viewpoint in changing research and practice. In Changing research and practice: Teachers' professionalism, identities and knowledge, ed. M. Kompf, R. Bond, D. Dworet, and T.R. Boak, 104-19. London: Falmer.
17. Poulou, M. 2007. Personal teaching efficacy and its sources: Student teachers' perceptions. Educational Psychology 27, no. 2: 191-218.
18. Sahin Taskin, C. 2006. Student teachers in the classroom: Their perceptions of teaching practice. Educational Studies 32, no. 4: 387-98.
19. Shallcross, T., E. Spink, P. Stephenson, and P. Warwick. 2002. How primary trainee teachers perceive the development of their own scientific knowledge: Links between confidence, content and competence? International Journal of Science Education 24, no. 12: 1293-312.
20. Smith, J.D.N. 2005. Understanding the beliefs, concerns and priorities of trainee teachers: A multi-disciplinary approach. Mentoring and Tutoring: Partnership in Learning 13, no. 2: 205-19.
21. Yeung, K.W., and D. Watkins. 2000. Hong Kong student teachers' personal construction of teaching efficacy. Educational Psychology 20, no. 2: 213-35.