![]() Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 15, 168–174. Stopping burnout before it starts: Prevention measures at the preservice level. Does teacher burnout begin with student teaching? Education, 105, 254 Australian Journal of Teacher Education, 35, 18. Stress among prospective teachers: A review of the literature. Teaching and Teacher Education, 23, 916–934. Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester. Education Today, 10.įives, H., Hamman, D., & Olivarez, A. Neuroendocrinology Letters, 23, 199–208.įacchinetti, A. The role of stress in neurodegenerative diseases and mental disorders. Stress in teachers: Past, present and future. Stress and psychological distress among trainee secondary teachers in England. British Medical Journal, 332, 521–525.Ĭhaplain, R. Chronic stress at work and the metabolic syndrome: Prospective study. Educational Psychology, 22, 557–569.Ĭhandola, T., Brunner, E., & Marmot, M. Stress, self-efficacy, social support, and psychological distress among prospective Chinese teachers in Hong Kong. Psychological Bulletin, 132, 180.Ĭhan, D. ![]() Meditation states and traits: EEG, ERP, and neuroimaging studies. Journal of Collective Negotiations in the Public Sector, 27, 175–194.īrotman, D. Duty of care and teacher wellness: A rationale for providing support services in colleges of education. The microteaching experience: Student perspectives. Microteaching: What is it that is going on here? Linguistics and Education, 18, 24–40.īenton-Kupper, J. Journal of the Scholarship of Teaching and Learning, 9, 27–34.īell, N. Implementing on-campus microteaching to elicit preservice teachers’ reflection on teaching actions: Fresh perspective on an established practice. Teacher Education Quarterly, 32, 115–130.Īmobi, F. Preservice teachers’ reflectivity on the sequence and consequences of teaching actions in a microteaching experience. Washington, DC: American Psychological Association.Īmobi, F. The present study highlights practice as a useful strategy to reduce stress in microteaching situations and points to the importance of employing evidence-based interventions when attempting to reduce stress.Īmerican Psychological Association. ![]() However, none of the physiological interventions were effective in reducing stress. Examination of the psychological ratings identified that feelings of calm increased across time this showed that participants were more comfortable with the microteaching situation with repeated practice. Using a repeated-measures design, both psychological and physiological indices of stress were measured before and after students engaged in microteaching approaches. Finally, those in the control group did not receive any relaxation or biofeedback training. Those in the relaxation group were given training in the HeartMath Quick Coherence relaxation technique, with no biofeedback training. Participants in the biofeedback group received relaxation-assisted biofeedback training designed to teach participants the physiological signs of the stress response using HeartMath monitor, along with the HeartMath Quick Coherence® technique. A sample of 44 preservice teachers were randomly assigned to one of three intervention groups biofeedback, relaxation, or control. The present study sought to examine the influence of stress-reduction techniques on both subjective and objective indicators of stress during microteaching in preservice teachers. Pre-service teacher stress is an understudied research area, with the majority of research focusing on subjective reports of stress.
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