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Conceptual Framework for School Practicum Stress in Pre-service Teachers |
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| รหัสดีโอไอ | |
| Creator | Thitikan Boonraksa Intapaj |
| Title | Conceptual Framework for School Practicum Stress in Pre-service Teachers |
| Publisher | Centre for Education Innovation, Print and Online Media |
| Publication Year | 2563 |
| Journal Title | Journal of Education Studies, Chulalongkorn University |
| Journal Vol. | 48 |
| Journal No. | 4 |
| Page no. | 147-165 |
| Keyword | school practicum stress, pre-service teachers, student teachers |
| URL Website | https://so02.tci-thaijo.org/index.php/EDUCU |
| Website title | Journal of Education Studies, Chulalongkorn University |
| ISSN | 2651-2017 (Online) |
| Abstract | Nowadays, stress is a part of daily life, including the stress from living and from working. Particularly, teaching is a career with substantial work-related stress, especially at the beginning of a teacher’s career, as well as during the practicum of pre-service teachers. The main internal causes of stress are as follows: (1) lack of theoretical accuracy, (2) time management, (3) negative feelings, and (4) financial concerns. The external causes include the following: (1) workload, (2) classroom management, (3) dealing with superiors, and (4) the environment at school. Student teachers are encouraged to manage their stress concerning the following perspectives: individual, professional, societal, and institutional. Moreover, universities also support practicum students with internal factors such as (1) the revision of content, (2) training in how to deal with stress in the practicum, (3) training on self-inspiration, and (4) the provision of opportunities to meet mentoring teachers and supervisors before the practicum. External factors are also supported, including (1) the evaluation of students’ behaviours with qualified instruments, (2) provision of appropriate expenses to students, and (3) the formation of connections with mentoring teachers and supervisors. |
